Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review / E. N. WHITE in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212 Titre : Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur Article en page(s) : p.4199-4212 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Communication  Communication Aids for Disabled  Humans  Speech  Speech-Language Pathology  Augmentative and alternative communication  Autism spectrum disorder  Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review [Texte imprimé et/ou numérique] / E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur . - p.4199-4212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212 Mots-clés : Autism Spectrum Disorder  Child  Communication  Communication Aids for Disabled  Humans  Speech  Speech-Language Pathology  Augmentative and alternative communication  Autism spectrum disorder  Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder / R. R. CAGLIANI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4436-4446 Titre : Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. R. CAGLIANI, Auteur ; S. K. SNYDER, Auteur ; E. N. WHITE, Auteur Article en page(s) : p.4436-4446 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Education, Special  Humans  Reinforcement, Psychology  Students  Toilet Training  Autism spectrum disorder  Classroom-based interventions  Incontinence  Toilet training Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257-259, 1981, https://doi.org/10.1016/0005-7916(81)90055-0 ) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, https://doi.org/10.1037/1082-989X.3.2.206 ) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study's completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04883-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. R. CAGLIANI, Auteur ; S. K. SNYDER, Auteur ; E. N. WHITE, Auteur . - p.4436-4446. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4436-4446 Mots-clés : Autism Spectrum Disorder  Child  Education, Special  Humans  Reinforcement, Psychology  Students  Toilet Training  Autism spectrum disorder  Classroom-based interventions  Incontinence  Toilet training Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257-259, 1981, https://doi.org/10.1016/0005-7916(81)90055-0 ) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, https://doi.org/10.1037/1082-989X.3.2.206 ) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study's completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04883-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

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