Adaptive Interventions for Minimally Verbal Children With Autism Spectrum Disorder in the Community

This study will compare two types of intensive, daily instruction for children with autism spectrum disorder (ASD) who use only minimal verbal communication. Earlier research has shown that even after early language-skills training, about one-third of school-aged children with ASD remain minimally verbal. Researchers plan to enroll 200 children in four cities: Los Angeles, Nashville, New York City, and Rochester, N.Y.

Principal Investigator(s): Connie Kasari

Location: Center for Autism Research and Treatment, University of California, Los Angeles

Funding: NICHD Project R01HD073975

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