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Détail de l'auteur
Auteur Karen A. ERICKSON |
Documents disponibles écrits par cet auteur (2)
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Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results / Gretchen A. HANSER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)
[article]
Titre : Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results Type de document : Texte imprimé et/ou numérique Auteurs : Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur Année de publication : 2007 Article en page(s) : p.268-278 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. En ligne : http://dx.doi.org/10.1177/10883576070220040901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278[article] Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results [Texte imprimé et/ou numérique] / Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur . - 2007 . - p.268-278.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278
Index. décimale : PER Périodiques Résumé : The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. En ligne : http://dx.doi.org/10.1177/10883576070220040901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831 Literacy in Individuals with Autism Spectrum Disorders Who Use AAC / David A. KOPPENHAVER
Titre : Literacy in Individuals with Autism Spectrum Disorders Who Use AAC Type de document : Texte imprimé et/ou numérique Auteurs : David A. KOPPENHAVER, Auteur ; Karen A. ERICKSON, Auteur Année de publication : 2009 Importance : p.385-412 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 Literacy in Individuals with Autism Spectrum Disorders Who Use AAC [Texte imprimé et/ou numérique] / David A. KOPPENHAVER, Auteur ; Karen A. ERICKSON, Auteur . - 2009 . - p.385-412.
Langues : Anglais (eng)
Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 Exemplaires
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