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Auteur Angie WADE |
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The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial / Patricia HOWLIN in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)
[article]
Titre : The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur ; R. Kate GORDON, Auteur ; Greg PASCO, Auteur ; Angie WADE, Auteur Année de publication : 2007 Article en page(s) : p.473–481 Langues : Anglais (eng) Mots-clés : Randomised-controlled-trial PECS autism intervention communication Index. décimale : PER Périodiques Résumé : To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS).
Method: Design: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). Participants: 84 elementary school children, mean age 6.8 years. Treatment: A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. Outcome measures: Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests.
Results: Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22–6.09, p < .05 and OR 3.90 (95%CI 1.75–8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores.
Conclusions: The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils’ initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. Treatment effects were not maintained once active intervention ceased.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01707.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=959
in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.473–481[article] The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial [Texte imprimé et/ou numérique] / Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur ; R. Kate GORDON, Auteur ; Greg PASCO, Auteur ; Angie WADE, Auteur . - 2007 . - p.473–481.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.473–481
Mots-clés : Randomised-controlled-trial PECS autism intervention communication Index. décimale : PER Périodiques Résumé : To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS).
Method: Design: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). Participants: 84 elementary school children, mean age 6.8 years. Treatment: A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. Outcome measures: Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests.
Results: Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22–6.09, p < .05 and OR 3.90 (95%CI 1.75–8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores.
Conclusions: The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils’ initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. Treatment effects were not maintained once active intervention ceased.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01707.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=959