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Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions / Hsu-Min CHIANG in Autism, 13-2 (March 2009)
[article]
Titre : Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Année de publication : 2009 Article en page(s) : p.165-178 Langues : Anglais (eng) Mots-clés : augmentative-communication autism elicited-expression teacher-instructions Index. décimale : PER Périodiques Résumé : This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt. En ligne : http://dx.doi.org/10.1177/1362361308098513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=705
in Autism > 13-2 (March 2009) . - p.165-178[article] Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2009 . - p.165-178.
Langues : Anglais (eng)
in Autism > 13-2 (March 2009) . - p.165-178
Mots-clés : augmentative-communication autism elicited-expression teacher-instructions Index. décimale : PER Périodiques Résumé : This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt. En ligne : http://dx.doi.org/10.1177/1362361308098513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=705