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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 The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)
[article]
Titre : The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur Année de publication : 2012 Article en page(s) : p.3-11 Langues : Anglais (eng) Mots-clés : video modeling autism communication PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11[article] The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur . - 2012 . - p.3-11.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11
Mots-clés : video modeling autism communication PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152