[article] 
inAutism > 13-2 (March 2009) . - p.165-178

Titre :	Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Hsu-Min CHIANG, Auteur
Année de publication :	2009
Article en page(s) :	p.165-178
Langues :	Anglais (eng)
Mots-clés :	augmentative-communication autism elicited-expression teacher-instructions
Index. décimale :	PER Périodiques
Résumé :	This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt.
En ligne :	http://dx.doi.org/10.1177/1362361308098513
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=705

[article] Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - 2009 . - p.165-178.
Langues : Anglais (eng)
in Autism > 13-2 (March 2009) . - p.165-178

Mots-clés :	augmentative-communication autism elicited-expression teacher-instructions
Index. décimale :	PER Périodiques
Résumé :	This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt.
En ligne :	http://dx.doi.org/10.1177/1362361308098513
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=705