Enhancing Early Language in Children with Autism Spectrum Disorders / Rhea PAUL

Public ISBD contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Titre : Enhancing Early Language in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Dean SUTHERLAND, Auteur Année de publication : 2005 Importance : p.946-976 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Enhancing Early Language in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Dean SUTHERLAND, Auteur . - 2005 . - p.946-976. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

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A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders / Larah VAN DER MEER in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1247-1257 Titre : A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1247-1257 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  Manual signing  Picture exchange communication  Preference assessment  Specific requesting  Speech-generating devices Index. décimale : PER Périodiques Résumé : We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an alternating treatments design. Children's preference for using MS, PE or the SGD was also assessed. With intervention, all four participants learned to make specific requests using at least one of the three communication modes. The children also showed a preference for one mode. These results extend previous studies by demonstrating (in four new children with ASD) differential acquisition of, and idiosyncratic preferences for, three commonly used alternative communication modes. The present results further suggest faster acquisition and better maintenance with the preferred mode. We conclude that children's preferences for MS, PE, and SGDs should be considered when designing and implementing augmentative and alternative communication interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1247-1257. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1247-1257 Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  Manual signing  Picture exchange communication  Preference assessment  Specific requesting  Speech-generating devices Index. décimale : PER Périodiques Résumé : We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an alternating treatments design. Children's preference for using MS, PE or the SGD was also assessed. With intervention, all four participants learned to make specific requests using at least one of the three communication modes. The children also showed a preference for one mode. These results extend previous studies by demonstrating (in four new children with ASD) differential acquisition of, and idiosyncratic preferences for, three commonly used alternative communication modes. The present results further suggest faster acquisition and better maintenance with the preferred mode. We conclude that children's preferences for MS, PE, and SGDs should be considered when designing and implementing augmentative and alternative communication interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264 Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  iPod Touch®  Multi-step requestingSpeech-generating device  Systematic instruction  Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264 Mots-clés : Autism spectrum disorders  iPod Touch®  Multi-step requestingSpeech-generating device  Systematic instruction  Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233 Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  iPad®  iPod Touch®  Picture naming  Speech-generating devices  Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233 Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  iPad®  iPod Touch®  Picture naming  Speech-generating devices  Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930 Titre : Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur Année de publication : 2013 Article en page(s) : p.923-930 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  iPad®  Requesting  Speech-generating device  Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur . - 2013 . - p.923-930. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930 Mots-clés : Autism spectrum disorders  iPad®  Requesting  Speech-generating device  Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature / Laurie Kathleen MCLAY in Research in Autism Spectrum Disorders, 7-2 (February 2013)  

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