LAMP Research by ASPECT now published (April, 2015)

Here is the online link to access the peer-review journal publication of Aspect’s research into LAMP (Language Acquisition through Motor Planning). This certainly adds to the body of evidence-based practice that exists around Minspeak and non-verbal people living with Autism Spectrum Disorder. Another recent study is The Impact of Interrupted Use of a Speech Generating Device on the Communication Acts of a Child with Autism Spectrum Disorder: A Case Study, by  Richard A. Neeley Arkansas State University Mary Hannah Pulliam Westside Public Schools, Jonesboro, Arkansas Merrill Catt Jonesboro, Arkansas

D. Mike McDaniel Arkansas State University372 / Education Vol. 135 No. 3. This is the prestigious Education Journal published in the USA.

ASPECT Research Link

Autism Spectrum Australia (Aspect) Research Project - LAMP (February, 2013)

Evaluation of the Language Acquisition through Motor Planning (LAMP) program with children with autism spectrum disorders (ASD).

Conclusion - The results of this research add to the evidence regarding the effectiveness of using AAC with people with an ASD and adds to the knowledge of why AAC systems are potentially beneficial for children with autism.

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Studies in AAC and Autism: The Impact of LAMP as a Therapy Intervention

Author: Meredith Potts, CCC-SLP and Ben Satterfield Ed.D.
Date Posted: 11/01/2013

The seven children in this study, who ranged from age three to age seven, had a diagnosis of autism or pervasive developmental disorder-not otherwise specified (PDD-NOS) and complex communication needs (CCN). All seven were diagnosed with expressive-receptive language disorder. Four presented with severe/profound apraxia. Two were found to have dysarthria of speech. Each obtained a speech generating device (SGD) and received Language Acquisition through Motor Planning (LAMP) therapeutic intervention. Each child demonstrated communication progress. Language samples from six participants revealed gains as measured by mean length of utterance (MLU) within the first year. Other progress was noted in areas such as enhanced receptive vocabulary, spontaneous use of language, natural vocalization, and in the reduction of difficult behaviors and increase in shared attention.

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