Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder / K. 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 et/ou numérique Auteurs : K. MANDAK, Auteur ; J. LIGHT, Auteur ; D. 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 et/ou numérique] / K. MANDAK, Auteur ; J. LIGHT, Auteur ; D. 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 / K. 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 et/ou numérique Auteurs : K. MANDAK, Auteur ; J. 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 et/ou numérique] / K. MANDAK, Auteur ; J. 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

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