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A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC / Kristy LOGAN in Research in Autism Spectrum Disorders, 90 (February 2022)
[article]
Titre : A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC Type de document : Texte imprimé et/ou numérique Auteurs : Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur Article en page(s) : 101896 Langues : Anglais (eng) Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896[article] A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC [Texte imprimé et/ou numérique] / Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur . - 101896.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896
Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Accurate or Assumed: Visual Learning in Children with ASD / David TREMBATH in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
[article]
Titre : Accurate or Assumed: Visual Learning in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Giacomo VIVANTI, Auteur ; Teresa IACONO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.3276-3287 Langues : Anglais (eng) Mots-clés : Autism Augmentative communication AAC Visual attention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-015-2488-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3276-3287[article] Accurate or Assumed: Visual Learning in Children with ASD [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Giacomo VIVANTI, Auteur ; Teresa IACONO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.3276-3287.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3276-3287
Mots-clés : Autism Augmentative communication AAC Visual attention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-015-2488-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 7-8 (August 2013)
[article]
Titre : Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Fara D. GOODWYN, Auteur Année de publication : 2013 Article en page(s) : p.973-983 Langues : Anglais (eng) Mots-clés : Picture Exchange Communication System PECS AAC Augmentative and alternative communication Autism Single-case research Index. décimale : PER Périodiques Résumé : Abstract We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.973-983[article] Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Fara D. GOODWYN, Auteur . - 2013 . - p.973-983.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.973-983
Mots-clés : Picture Exchange Communication System PECS AAC Augmentative and alternative communication Autism Single-case research Index. décimale : PER Périodiques Résumé : Abstract We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202