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
-
Résultat de la recherche
1 recherche sur le mot-clé 'Communication functions'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
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