[article] 
inJournal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.629-632

Titre :	Brief Report: Randomized Test of the Efficacy of Picture Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Paul J. YODER, Auteur ; Rebecca G. LIEBERMAN, Auteur
Année de publication :	2010
Article en page(s) :	p.629-632
Langues :	Anglais (eng)
Mots-clés :	Autism Communication PECS Intervention Generalization Generality
Index. décimale :	PER Périodiques
Résumé :	A randomized control trial comparing two social-communication interventions in young children with autism examined far-transfer of the use of picture exchange to communicate. Thirty-six children were randomly assigned to one of two treatment conditions, one of which was the Picture Exchange Communication System (PECS). All children had access to picture symbols during assessments. Post-treatment measurement of the number of picture exchanges in a far-transfer, assessment context favored the PECS intervention. These findings were interpreted as support for the hypothesis that the PECS curriculum can successfully teach a generalized means of showing coordinated attention to object and person without requiring eye contact to children with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0897-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

[article] Brief Report: Randomized Test of the Efficacy of Picture Exchange Communication System on Highly Generalized Picture Exchanges in Children with ASD [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Rebecca G. LIEBERMAN, Auteur . - 2010 . - p.629-632.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.629-632

Mots-clés :	Autism Communication PECS Intervention Generalization Generality
Index. décimale :	PER Périodiques
Résumé :	A randomized control trial comparing two social-communication interventions in young children with autism examined far-transfer of the use of picture exchange to communicate. Thirty-six children were randomly assigned to one of two treatment conditions, one of which was the Picture Exchange Communication System (PECS). All children had access to picture symbols during assessments. Post-treatment measurement of the number of picture exchanges in a far-transfer, assessment context favored the PECS intervention. These findings were interpreted as support for the hypothesis that the PECS curriculum can successfully teach a generalized means of showing coordinated attention to object and person without requiring eye contact to children with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0897-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101