Article: texte impriméA further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders / Larah VAN DER MEER in Research in Autism Spectrum Disorders, 6-4 (October-December 2012) Ouvrir le lien
[article] 
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1247-1257
Titre :A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders
Type de document : texte imprimé
Auteurs : Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur
Année de publication : 2012
Article en page(s) : p.1247-1257
Langues :Anglais (eng)
Catégories : AUTISME
COMMUNICATION ALTERNATIVE
COMMUNICATION AUGMENTEE
ENFANT
PICTOGRAMME
PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)
Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  Manual signing  Picture exchange communication  Preference assessment  Specific requesting  Speech-generating devices
Index. décimale : PER Périodiques
Résumé : We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an alternating treatments design. Children's preference for using MS, PE or the SGD was also assessed. With intervention, all four participants learned to make specific requests using at least one of the three communication modes. The children also showed a preference for one mode. These results extend previous studies by demonstrating (in four new children with ASD) differential acquisition of, and idiosyncratic preferences for, three commonly used alternative communication modes. The present results further suggest faster acquisition and better maintenance with the preferred mode. We conclude that children's preferences for MS, PE, and SGDs should be considered when designing and implementing augmentative and alternative communication interventions.
En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.005
Permalink :http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1658

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