[article]
| Titre : |
The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers |
| Type de document : |
texte imprimé |
| Auteurs : |
Deborah CARR, Auteur ; Janet FELCE, Auteur |
| Année de publication : |
2007 |
| Article en page(s) : |
p.724-737 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
PECS Communication Children Autism Teachers |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-006-0203-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976 |
in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.724-737
[article] The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers [texte imprimé] / Deborah CARR, Auteur ; Janet FELCE, Auteur . - 2007 . - p.724-737. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.724-737
| Mots-clés : |
PECS Communication Children Autism Teachers |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-006-0203-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976 |
|  |
The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
