[article]
| Titre : |
Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur |
| Année de publication : |
2007 |
| Article en page(s) : |
p.268-278 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040901 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831 |
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278
[article] Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results [Texte imprimé et/ou numérique] / Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur . - 2007 . - p.268-278. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278
| Index. décimale : |
PER Périodiques |
| Résumé : |
The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040901 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831 |
|
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