Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Beth CARTER |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder / Katie ANGERMEIER in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)
[article]
Titre : Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur Année de publication : 2008 Article en page(s) : p.430-446 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446[article] Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur . - 2008 . - p.430-446.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446
Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546