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Date: 13 Oct 2007
Time: 15:32:35 -0500
Remote Name: 126.96.36.199
Hello Abby, Your question is the BIG question in my mind. At this point we don’t have any real evidence for specific treatment strategies. However, I might conjecture that there could be a couple of ways to go. If the disfluencies were interpreted as a placeholder for a conversational turn (similar to echolalia), then pragmatic goals aimed at establishing more conventional means for “requesting” might result in positive outcomes. On the other hand, if the disfluencies were interpreted as perseverative strategies similar to palilalia, I might consider a program of rule-learning similar to the one used to treat prosody in an 8-year-old child with ASD (Bellon-Harn, Harn, & Watson, 2007). I believe that learning rules for how many times one says a word might better suit the learning style of a child with ASD than a program based on monitoring or self-awareness. I would love to hear some of your ideas??