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Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur Article en page(s) : p.570-580 Mots-clés : Adult with autism Complex communication needs Tap to Talk™ application Primary caregivers AAC implementation Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580[article] Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur . - p.570-580.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580
Mots-clés : Adult with autism Complex communication needs Tap to Talk™ application Primary caregivers AAC implementation Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Visual scene display Exchange-based communication Augmentative and alternative communication Speech-generating device Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41[article] Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur . - p.27-41.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41
Mots-clés : Autism spectrum disorder Visual scene display Exchange-based communication Augmentative and alternative communication Speech-generating device Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260