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Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) / Anne CUMMINGS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) Type de document : Texte imprimé et/ou numérique Auteurs : Anne CUMMINGS, Auteur ; James E. CARR, Auteur ; Linda A. LEBLANC, Auteur Année de publication : 2012 Article en page(s) : p.32-45 Langues : Anglais (eng) Mots-clés : Alternative and augmentative communication Autism Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is a picture-based alternative communication method that is widely accepted and utilized with individuals with disabilities. Although prior studies have examined the clinical efficacy of PECS, none have experimentally evaluated its manualized training structure. We experimentally evaluated the effects of training during each of the 6 phases of PECS with 7 children with developmental or language disorders. For all 7 participants, PECS responses consistently increased only after training was completed for each of the first 4 phases, but increases in PECS responses occurred during tests of Phases 5 and 6 as soon as training was completed in Phase 4. Consistent with prior research, PECS was taught in a short period of time and required few prerequisite skills. However, 3 of the 7 participants had difficulty with some aspects of training and were able to acquire the targeted skills only after procedural modifications were made. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.32-45[article] Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) [Texte imprimé et/ou numérique] / Anne CUMMINGS, Auteur ; James E. CARR, Auteur ; Linda A. LEBLANC, Auteur . - 2012 . - p.32-45.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.32-45
Mots-clés : Alternative and augmentative communication Autism Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is a picture-based alternative communication method that is widely accepted and utilized with individuals with disabilities. Although prior studies have examined the clinical efficacy of PECS, none have experimentally evaluated its manualized training structure. We experimentally evaluated the effects of training during each of the 6 phases of PECS with 7 children with developmental or language disorders. For all 7 participants, PECS responses consistently increased only after training was completed for each of the first 4 phases, but increases in PECS responses occurred during tests of Phases 5 and 6 as soon as training was completed in Phase 4. Consistent with prior research, PECS was taught in a short period of time and required few prerequisite skills. However, 3 of the 7 participants had difficulty with some aspects of training and were able to acquire the targeted skills only after procedural modifications were made. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum / Helen TAGER-FLUSBERG in Autism Research, 6-6 (December 2013)
[article]
Titre : Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Helen TAGER-FLUSBERG, Auteur ; Connie KASARI, Auteur Année de publication : 2013 Article en page(s) : p.468-478 Langues : Anglais (eng) Mots-clés : behavioral intervention intervention early intervention intervention school age pediatrics spoken language minimally verbal ASD alternative and augmentative communication eye-tracking Index. décimale : PER Périodiques Résumé : It is currently estimated that about 30% of children with autism spectrum disorder remain minimally verbal, even after receiving years of interventions and a range of educational opportunities. Very little is known about the individuals at this end of the autism spectrum, in part because this is a highly variable population with no single set of defining characteristics or patterns of skills or deficits, and in part because it is extremely challenging to provide reliable or valid assessments of their developmental functioning. In this paper, we summarize current knowledge based on research including minimally verbal children. We review promising new novel methods for assessing the verbal and nonverbal abilities of minimally verbal school-aged children, including eye-tracking and brain-imaging methods that do not require overt responses. We then review what is known about interventions that may be effective in improving language and communication skills, including discussion of both nonaugmentative and augmentative methods. In the final section of the paper, we discuss the gaps in the literature and needs for future research. En ligne : http://dx.doi.org/10.1002/aur.1329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.468-478[article] Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum [Texte imprimé et/ou numérique] / Helen TAGER-FLUSBERG, Auteur ; Connie KASARI, Auteur . - 2013 . - p.468-478.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.468-478
Mots-clés : behavioral intervention intervention early intervention intervention school age pediatrics spoken language minimally verbal ASD alternative and augmentative communication eye-tracking Index. décimale : PER Périodiques Résumé : It is currently estimated that about 30% of children with autism spectrum disorder remain minimally verbal, even after receiving years of interventions and a range of educational opportunities. Very little is known about the individuals at this end of the autism spectrum, in part because this is a highly variable population with no single set of defining characteristics or patterns of skills or deficits, and in part because it is extremely challenging to provide reliable or valid assessments of their developmental functioning. In this paper, we summarize current knowledge based on research including minimally verbal children. We review promising new novel methods for assessing the verbal and nonverbal abilities of minimally verbal school-aged children, including eye-tracking and brain-imaging methods that do not require overt responses. We then review what is known about interventions that may be effective in improving language and communication skills, including discussion of both nonaugmentative and augmentative methods. In the final section of the paper, we discuss the gaps in the literature and needs for future research. En ligne : http://dx.doi.org/10.1002/aur.1329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221