Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders / Howard C. SHANE in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1228-1235 Titre : Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Howard C. SHANE, Auteur ; Emily H. LAUBSCHER, Auteur ; Ralf W. SCHLOSSER, Auteur ; Suzanne FLYNN, Auteur ; James F. SORCE, Auteur ; Jennifer ABRAMSON, Auteur Année de publication : 2012 Article en page(s) : p.1228-1235 Langues : Anglais (eng) Mots-clés : Applying technology  Computer based instruction Index. décimale : PER Périodiques Résumé : The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1304-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Howard C. SHANE, Auteur ; Emily H. LAUBSCHER, Auteur ; Ralf W. SCHLOSSER, Auteur ; Suzanne FLYNN, Auteur ; James F. SORCE, Auteur ; Jennifer ABRAMSON, Auteur . - 2012 . - p.1228-1235. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1228-1235 Mots-clés : Applying technology  Computer based instruction Index. décimale : PER Périodiques Résumé : The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1304-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study / Amanda M. O'BRIEN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3818-3823 Titre : Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Amanda M. O'BRIEN, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Jennifer ABRAMSON, Auteur ; Anna A. ALLEN, Auteur ; Suzanne FLYNN, Auteur ; Christina YU, Auteur ; Katherine DIMERY, Auteur Article en page(s) : p.3818-3823 Langues : Anglais (eng) Mots-clés : Autism  Instruction following  Just-in-time  Technology  Visual supports Index. décimale : PER Périodiques Résumé : Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports. En ligne : http://dx.doi.org/10.1007/s10803-016-2891-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study [Texte imprimé et/ou numérique] / Amanda M. O'BRIEN, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Jennifer ABRAMSON, Auteur ; Anna A. ALLEN, Auteur ; Suzanne FLYNN, Auteur ; Christina YU, Auteur ; Katherine DIMERY, Auteur . - p.3818-3823. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3818-3823 Mots-clés : Autism  Instruction following  Just-in-time  Technology  Visual supports Index. décimale : PER Périodiques Résumé : Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports. En ligne : http://dx.doi.org/10.1007/s10803-016-2891-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey / Howard C. SHANE in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1499-1508 Titre : Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey Type de document : Texte imprimé et/ou numérique Auteurs : Howard C. SHANE, Auteur ; Patti DUCOFF ALBERT, Auteur Année de publication : 2008 Article en page(s) : p.1499-1508 Langues : Anglais (eng) Mots-clés : Autism Autism-spectrum-disorders Media Video-modeling Observational-learning Index. décimale : PER Périodiques Résumé : Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided. En ligne : http://dx.doi.org/10.1007/s10803-007-0527-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey [Texte imprimé et/ou numérique] / Howard C. SHANE, Auteur ; Patti DUCOFF ALBERT, Auteur . - 2008 . - p.1499-1508. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1499-1508 Mots-clés : Autism Autism-spectrum-disorders Media Video-modeling Observational-learning Index. décimale : PER Périodiques Résumé : Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided. En ligne : http://dx.doi.org/10.1007/s10803-007-0527-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder / Jessica GOSNELL CARON

Public ISBD in Technology Tools for Students with Autism / Katharina I. BOSER Titre : Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica GOSNELL CARON, Auteur ; Howard C. SHANE, Auteur Année de publication : 2014 Importance : p.125-140 Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 in Technology Tools for Students with Autism / Katharina I. BOSER Mobile Media Devices: A Paradigm Shift in Communication Technology for Persons with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jessica GOSNELL CARON, Auteur ; Howard C. SHANE, Auteur . - 2014 . - p.125-140. Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

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Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability / Bronwyn HEMSLEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability Type de document : Texte imprimé et/ou numérique Auteurs : Bronwyn HEMSLEY, Auteur ; Lucy BRYANT, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Russell LANG, Auteur ; Diane PAUL, Auteur ; Meher BANAJEE, Auteur ; Marie IRELAND, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsFacilitated Communication (FC) is a technique that involves a person with a disability pointing to letters, pictures, or objects on a keyboard or on a communication board, typically with physical support from a ?facilitator?. Proponents claim that FC reveals previously undetected literacy and communication skills in people with communication disability. However, systematic reviews conducted up to 2014 reveal no evidence that the messages generated using FC are authored by the person with a disability. This study aimed to conduct a systematic review of the literature on FC published between 2014 and 2018 to inform the 2018 update of the 1995 American Speech-Language-Hearing Association Position Statement on FC.MethodA systematic search was undertaken to locate articles about FC in English published in the peer reviewed literature since 2014; and to classify these according to the study design for analysis. Studies meeting the inclusion criteria were classified according to four categories of evidence: (a) quantitative experimental data pertaining to authorship, (b) quantitative descriptive data on messages produced using FC, (c) qualitative data, or (d) commentary material on FC.Main contributionIn total, 18 studies met the inclusion criteria. There were no new empirical studies and no new descriptive quantitative studies addressing the authorship of messages delivered using FC. Three new qualitative studies qualified for inclusion; these did not first establish authorship. Of the 15 new commentary papers on FC located, 14 were critical and one was non-critical. The results could be used to inform the development or update of current position statements on FC held locally, nationally, and globally.ConclusionThere are no new studies on authorship and there remains no evidence that FC is a valid form of communication for individuals with severe communication disabilities. There continue to be no studies available demonstrating that individuals with communication disabilities are the authors of the messages generated using FC. Furthermore, there is substantial peer-reviewed literature that is critical of FC and warns against its use.ImplicationsFC continues to be contested in high profile court cases and its use promoted in school settings and workshops at university campuses in the US. Our empty systematic review will influence both clinical practice and future clinical guidance; most immediately the American Speech-Language-Hearing Association Position Statement on FC and any future guidance issued by the 19 associations worldwide with positions against FC. En ligne : https://doi.org/10.1177/2396941518821570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability [Texte imprimé et/ou numérique] / Bronwyn HEMSLEY, Auteur ; Lucy BRYANT, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Russell LANG, Auteur ; Diane PAUL, Auteur ; Meher BANAJEE, Auteur ; Marie IRELAND, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsFacilitated Communication (FC) is a technique that involves a person with a disability pointing to letters, pictures, or objects on a keyboard or on a communication board, typically with physical support from a ?facilitator?. Proponents claim that FC reveals previously undetected literacy and communication skills in people with communication disability. However, systematic reviews conducted up to 2014 reveal no evidence that the messages generated using FC are authored by the person with a disability. This study aimed to conduct a systematic review of the literature on FC published between 2014 and 2018 to inform the 2018 update of the 1995 American Speech-Language-Hearing Association Position Statement on FC.MethodA systematic search was undertaken to locate articles about FC in English published in the peer reviewed literature since 2014; and to classify these according to the study design for analysis. Studies meeting the inclusion criteria were classified according to four categories of evidence: (a) quantitative experimental data pertaining to authorship, (b) quantitative descriptive data on messages produced using FC, (c) qualitative data, or (d) commentary material on FC.Main contributionIn total, 18 studies met the inclusion criteria. There were no new empirical studies and no new descriptive quantitative studies addressing the authorship of messages delivered using FC. Three new qualitative studies qualified for inclusion; these did not first establish authorship. Of the 15 new commentary papers on FC located, 14 were critical and one was non-critical. The results could be used to inform the development or update of current position statements on FC held locally, nationally, and globally.ConclusionThere are no new studies on authorship and there remains no evidence that FC is a valid form of communication for individuals with severe communication disabilities. There continue to be no studies available demonstrating that individuals with communication disabilities are the authors of the messages generated using FC. Furthermore, there is substantial peer-reviewed literature that is critical of FC and warns against its use.ImplicationsFC continues to be contested in high profile court cases and its use promoted in school settings and workshops at university campuses in the US. Our empty systematic review will influence both clinical practice and future clinical guidance; most immediately the American Speech-Language-Hearing Association Position Statement on FC and any future guidance issued by the 19 associations worldwide with positions against FC. En ligne : https://doi.org/10.1177/2396941518821570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

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