“Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III” / Deborah CARR in Journal of Autism and Developmental Disorders, 37-4 (April 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.780-787 Titre : “Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III” Type de document : Texte imprimé et/ou numérique Auteurs : Deborah CARR, Auteur ; Janet FELCE, Auteur Année de publication : 2007 Article en page(s) : p.780-787 Langues : Anglais (eng) Mots-clés : PECS Speech Autism Children Index. décimale : PER Périodiques Résumé : The context for this work was an evaluation study [Carr, D., & Felce, J. A. (in press)] of the early phases of the Picture Exchange Communication System (PECS) [Frost, L. A., & Bondy, A. S. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.; Frost, L. A., & Bondy, A. S. (2004). The picture exchange communication system training manual, 2nd edn. Newark, DE: Pyramid Educational Consultants, Inc.]. This paper reports that five of 24 children who received 15 h of PECS teaching towards Phase III over a period of 4–5 weeks, showed concomitant increases in speech production, either in initiating communication with staff or in responding, or both. No children in the PECS group demonstrated a decrease in spoken words after receiving PECS teaching. In the control group, only one of 17 children demonstrated a minimal increase and four of 17 children demonstrated a decrease in use of spoken words after a similar period without PECS teaching. En ligne : http://dx.doi.org/10.1007/s10803-006-0204-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=981 [article] “Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III” [Texte imprimé et/ou numérique] / Deborah CARR, Auteur ; Janet FELCE, Auteur . - 2007 . - p.780-787. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.780-787 Mots-clés : PECS Speech Autism Children Index. décimale : PER Périodiques Résumé : The context for this work was an evaluation study [Carr, D., & Felce, J. A. (in press)] of the early phases of the Picture Exchange Communication System (PECS) [Frost, L. A., & Bondy, A. S. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.; Frost, L. A., & Bondy, A. S. (2004). The picture exchange communication system training manual, 2nd edn. Newark, DE: Pyramid Educational Consultants, Inc.]. This paper reports that five of 24 children who received 15 h of PECS teaching towards Phase III over a period of 4–5 weeks, showed concomitant increases in speech production, either in initiating communication with staff or in responding, or both. No children in the PECS group demonstrated a decrease in spoken words after receiving PECS teaching. In the control group, only one of 17 children demonstrated a minimal increase and four of 17 children demonstrated a decrease in use of spoken words after a similar period without PECS teaching. En ligne : http://dx.doi.org/10.1007/s10803-006-0204-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=981

The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers / Deborah CARR in Journal of Autism and Developmental Disorders, 37-4 (April 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.724-737 Titre : The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers Type de document : Texte imprimé et/ou numérique Auteurs : Deborah CARR, Auteur ; Janet FELCE, Auteur Année de publication : 2007 Article en page(s) : p.724-737 Langues : Anglais (eng) Mots-clés : PECS Communication Children Autism Teachers Index. décimale : PER Périodiques Résumé : The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group. En ligne : http://dx.doi.org/10.1007/s10803-006-0203-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976 [article] The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers [Texte imprimé et/ou numérique] / Deborah CARR, Auteur ; Janet FELCE, Auteur . - 2007 . - p.724-737. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.724-737 Mots-clés : PECS Communication Children Autism Teachers Index. décimale : PER Périodiques Résumé : The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group. En ligne : http://dx.doi.org/10.1007/s10803-006-0203-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976

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