Communication alternative et augmentée / David R. BEUKELMAN

Public ISBD Titre : Communication alternative et augmentée : Aider les enfants et les adultes avec des difficultés de communication Type de document : texte imprimé Auteurs : David R. BEUKELMAN, Auteur ; Pat MIRENDA, Auteur ; Emmanuelle PRUDHON, Traducteur ; Elsa VALLIET, Traducteur ; Laura BALL, Collaborateur ; Susan FAGER, Collaborateur ; Kathryn L. GARRETT, Collaborateur ; Elizabeth HANSON, Collaborateur ; Joanne P. LASKER, Collaborateur ; Janice C. LIGHT, Collaborateur ; David B. MCNAUGHTON, Collaborateur Editeur : Bruxelles [Belgique] : De Boeck Année de publication : 2017 Collection : Apprendre & réapprendre Importance : 384 p. Présentation : ill. Format : 21,0 cm × 27,0 cm × 2,1 cm ISBN/ISSN/EAN : 978-2-35327-353-9 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : COM-C COM-C - Communication Alternative Résumé : La référence mondiale sur les outils, les interventions et les technologies utilisées en CAA ! Toutes les options de communication des personnes qui ne peuvent pas répondre à leurs besoins quotidiens par des moyens naturels comme le langage, les gestes ou l'écriture, sont abordées dans cet ouvrage. Les professionnels et thérapeutes y trouveront des informations actualisées sur : le développement de la litteratie ; les évaluations et les prises en charge efficaces des patients en fonction de leur environnement et du contexte d'apparition des troubles de la communication ; la sélection d'un vocabulaire adapté aux besoins de chacun ; l'utilisation des nouvelles technologies comme un dispositif de communication abordable et non stigmatisant ; la promotion des habiletés sociales ; le développement et l'apprentissage du langage avec la CAA ; la façon de soutenir efficacement les utilisateurs débutants de CAA ; la mise en place de services d'éducation inclusive pour les étudiants ayant des besoins de communication complexes ; l'évolution et l'amélioration de la communication chez les personnes ayant des handicaps développementaux spécifiques et des handicaps acquis. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=380 Communication alternative et augmentée : Aider les enfants et les adultes avec des difficultés de communication [texte imprimé] / David R. BEUKELMAN, Auteur ; Pat MIRENDA, Auteur ; Emmanuelle PRUDHON, Traducteur ; Elsa VALLIET, Traducteur ; Laura BALL, Collaborateur ; Susan FAGER, Collaborateur ; Kathryn L. GARRETT, Collaborateur ; Elizabeth HANSON, Collaborateur ; Joanne P. LASKER, Collaborateur ; Janice C. LIGHT, Collaborateur ; David B. MCNAUGHTON, Collaborateur . - Bruxelles [Belgique] : De Boeck, 2017 . - 384 p. : ill. ; 21,0 cm × 27,0 cm × 2,1 cm. - (Apprendre & réapprendre) . ISBN : 978-2-35327-353-9 Bibliogr. Langues : Français (fre) Index. décimale : COM-C COM-C - Communication Alternative Résumé : La référence mondiale sur les outils, les interventions et les technologies utilisées en CAA ! Toutes les options de communication des personnes qui ne peuvent pas répondre à leurs besoins quotidiens par des moyens naturels comme le langage, les gestes ou l'écriture, sont abordées dans cet ouvrage. Les professionnels et thérapeutes y trouveront des informations actualisées sur : le développement de la litteratie ; les évaluations et les prises en charge efficaces des patients en fonction de leur environnement et du contexte d'apparition des troubles de la communication ; la sélection d'un vocabulaire adapté aux besoins de chacun ; l'utilisation des nouvelles technologies comme un dispositif de communication abordable et non stigmatisant ; la promotion des habiletés sociales ; le développement et l'apprentissage du langage avec la CAA ; la façon de soutenir efficacement les utilisateurs débutants de CAA ; la mise en place de services d'éducation inclusive pour les étudiants ayant des besoins de communication complexes ; l'évolution et l'amélioration de la communication chez les personnes ayant des handicaps développementaux spécifiques et des handicaps acquis. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=380

Exemplaires(2)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0004403	COM-C BEU	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	COM - Communication	Sorti jusqu'au 11/08/2025
DOC0004404	COM-C BEU	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	COM - Communication	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Le personnel éducatif face aux comportements défis	CUDRE-MAUROUX, Annick
Les troubles spécifiques des apprentissages	POULET, Isabelle
Je compte les objets du jardin de 1 à 3	AUTISME ET APPRENTISSAGES
Développer les compétences et mieux comprendre l'enfant ayant un TSA par le jeu	POIRIER, Nathalie
Sais-tu pourquoi je saute ?	HIGASHIDA, Naoki
Le syndrome d'Asperger	YOUNG, Ronnie

Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder / Kelsey MANDAK in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1193-1204 Titre : Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Kelsey MANDAK, Auteur ; Janice C. LIGHT, Auteur ; David B. MCNAUGHTON, Auteur Article en page(s) : p.1193-1204 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Digital text  Literacy  Sight word reading  Visual scene displays (VSDs) Index. décimale : PER Périodiques Résumé : Despite the importance of literacy in today's educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum. En ligne : http://dx.doi.org/10.1007/s10803-018-3817-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder [texte imprimé] / Kelsey MANDAK, Auteur ; Janice C. LIGHT, Auteur ; David B. MCNAUGHTON, Auteur . - p.1193-1204. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1193-1204 Mots-clés : Autism spectrum disorder (ASD)  Digital text  Literacy  Sight word reading  Visual scene displays (VSDs) Index. décimale : PER Périodiques Résumé : Despite the importance of literacy in today's educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum. En ligne : http://dx.doi.org/10.1007/s10803-018-3817-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Family-centered Services for Children with ASD and Limited Speech: The Experiences of Parents and Speech-language Pathologists / Kelsey MANDAK in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1311-1324 Titre : Family-centered Services for Children with ASD and Limited Speech: The Experiences of Parents and Speech-language Pathologists Type de document : texte imprimé Auteurs : Kelsey MANDAK, Auteur ; Janice C. LIGHT, Auteur Article en page(s) : p.1311-1324 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication (AAC)  Caregivers  Family-centered practice  Limited speech  Parents  Speech-language pathologists Index. décimale : PER Périodiques Résumé : Although family-centered services have long been discussed as essential in providing successful services to families of children with autism spectrum disorder (ASD), ideal implementation is often lacking. This study aimed to increase understanding of how families with children with ASD and limited speech receive services from speech-language pathologists (SLPs). 99 parents of children with ASD and limited speech and 211 SLPs who served children with ASD and limited speech completed questionnaires measuring their experiences with the provision of family-centered services. Findings revealed that parents and SLPs differed in their views on the degree to which family-centered services were being implemented. Clinical implications and future research directions are discussed in order to promote continued growth in the acquisition of family-centered skills. En ligne : http://dx.doi.org/10.1007/s10803-017-3241-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Family-centered Services for Children with ASD and Limited Speech: The Experiences of Parents and Speech-language Pathologists [texte imprimé] / Kelsey MANDAK, Auteur ; Janice C. LIGHT, Auteur . - p.1311-1324. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1311-1324 Mots-clés : Augmentative and alternative communication (AAC)  Caregivers  Family-centered practice  Limited speech  Parents  Speech-language pathologists Index. décimale : PER Périodiques Résumé : Although family-centered services have long been discussed as essential in providing successful services to families of children with autism spectrum disorder (ASD), ideal implementation is often lacking. This study aimed to increase understanding of how families with children with ASD and limited speech receive services from speech-language pathologists (SLPs). 99 parents of children with ASD and limited speech and 211 SLPs who served children with ASD and limited speech completed questionnaires measuring their experiences with the provision of family-centered services. Findings revealed that parents and SLPs differed in their views on the degree to which family-centered services were being implemented. Clinical implications and future research directions are discussed in order to promote continued growth in the acquisition of family-centered skills. En ligne : http://dx.doi.org/10.1007/s10803-017-3241-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Literacy Intervention for Individuals with Complex Communication Needs / Janice C. LIGHT

Public ISBD in Augmentative and Alternative Communication / David R. BEUKELMAN Titre : Literacy Intervention for Individuals with Complex Communication Needs Type de document : texte imprimé Auteurs : Janice C. LIGHT, Auteur ; David B. MCNAUGHTON, Auteur Année de publication : 2013 Importance : p.309-351 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Augmentative and Alternative Communication / David R. BEUKELMAN Literacy Intervention for Individuals with Complex Communication Needs [texte imprimé] / Janice C. LIGHT, Auteur ; David B. MCNAUGHTON, Auteur . - 2013 . - p.309-351. Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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The Effect of Naturalistic Developmental Behavioral Interventions and Aided AAC on the Language Development of Children on the Autism Spectrum with Minimal Speech: A Systematic Review and Meta-analysis / Lauramarie POPE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3078-3099 Titre : The Effect of Naturalistic Developmental Behavioral Interventions and Aided AAC on the Language Development of Children on the Autism Spectrum with Minimal Speech: A Systematic Review and Meta-analysis Type de document : texte imprimé Auteurs : Lauramarie POPE, Auteur ; Janice C. LIGHT, Auteur ; Emily H. LAUBSCHER, Auteur Article en page(s) : p.3078-3099 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Both naturalistic developmental behavioral interventions (NDBIs) and augmentative and alternative communication (AAC) have been shown to support the language development of children with a diagnosis of autism spectrum disorder and minimal speech. However, little research has addressed the impact of incorporating AAC systems within NDBIs. This systematic review was conducted to assess the relative impact of NDBI procedures with and without AAC on the language development of children on the autism spectrum with minimal speech. Relevant studies were located through systematic database searching, targeted review of relevant journals, and ancestral search of references from identified and associated papers. Relevant study characteristics were coded for all included studies, as well as determining certainty of evidence and calculating effect sizes for language variables. All procedures followed the systematic review guidelines set by the Cochrane Collaboration. A total of 29 relevant studies were included within this review, covering both single-case and group design research. Three studies were identified that directly compared NDBI and AAC interventions. NDBIs had a strong impact on language across study types (i.e., with and without AAC), though both aggregate and comparative effect sizes were notably larger when AAC was included within NDBI procedures, as compared to NDBIs without AAC. Results suggest that combining AAC with NDBI procedures may lead to better language outcomes than NDBIs alone for children on the autism spectrum with minimal speech. En ligne : https://doi.org/10.1007/s10803-024-06382-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] The Effect of Naturalistic Developmental Behavioral Interventions and Aided AAC on the Language Development of Children on the Autism Spectrum with Minimal Speech: A Systematic Review and Meta-analysis [texte imprimé] / Lauramarie POPE, Auteur ; Janice C. LIGHT, Auteur ; Emily H. LAUBSCHER, Auteur . - p.3078-3099. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3078-3099 Index. décimale : PER Périodiques Résumé : Both naturalistic developmental behavioral interventions (NDBIs) and augmentative and alternative communication (AAC) have been shown to support the language development of children with a diagnosis of autism spectrum disorder and minimal speech. However, little research has addressed the impact of incorporating AAC systems within NDBIs. This systematic review was conducted to assess the relative impact of NDBI procedures with and without AAC on the language development of children on the autism spectrum with minimal speech. Relevant studies were located through systematic database searching, targeted review of relevant journals, and ancestral search of references from identified and associated papers. Relevant study characteristics were coded for all included studies, as well as determining certainty of evidence and calculating effect sizes for language variables. All procedures followed the systematic review guidelines set by the Cochrane Collaboration. A total of 29 relevant studies were included within this review, covering both single-case and group design research. Three studies were identified that directly compared NDBI and AAC interventions. NDBIs had a strong impact on language across study types (i.e., with and without AAC), though both aggregate and comparative effect sizes were notably larger when AAC was included within NDBI procedures, as compared to NDBIs without AAC. Results suggest that combining AAC with NDBI procedures may lead to better language outcomes than NDBIs alone for children on the autism spectrum with minimal speech. En ligne : https://doi.org/10.1007/s10803-024-06382-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Using AAC Technologies to Build Social Interaction with Young Children with Autism Spectrum Disorders / Kathryn D.R. DRAGER

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