19 recherche sur le mot-clé 'Augmentative and alternative communication'

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

Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Titre : Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur . - p.27-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study / Sudha SRINIVASAN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Sudha SRINIVASAN, Auteur ; Siddhi PATEL, Auteur ; Avadhut KHADE, Auteur ; Gaganjot BEDI, Auteur ; Jyoti MOHITE, Auteur ; Ajanta SEN, Auteur ; Ravi POOVAIAH, Auteur Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  autism spectrum disorders  communication and language  requesting skills  culturally-valid AAC intervention Index. décimale : PER Périodiques Résumé : Background & aims: The study assessed the efficacy of a novel, child-friendly, socio-culturally sensitive, icon-based Augmentative and Alternative Communication (AAC) system called Jellow Communicator, in teaching requesting skills to young children with Autism Spectrum Disorder (ASD) in a special school in Mumbai, India. Jellow is a comprehensive AAC system with a lexicon and pictorial library designed using a participatory, user-centric design process. The content of Jellow has been developed bearing in mind the socio-cultural and linguistic diversity of India. Jellow is available in low-tech (flashcards, booklet) and high-tech (Android and iOS app and desktop application) versions. Methods: The quasi-experimental longitudinal study involved seventeen 3.5 “12-year-old children with ASD with communication challenges. Children were taught to use the Jellow AAC system to request for preferred items, as part of their regular speech therapy sessions. Each child received one-on-one training sessions with a licensed speech therapist twice a week over a 3-month duration, with each session lasting around 20 “30 min. A systematic training protocol adapted from the original Picture Exchange Communication System (PECS) was developed to train children to use the Jellow system, progressing from flashcards to the app version of Jellow. Behavioral training strategies such as modeling, least-to-most prompting, differential reinforcement, and behavior chain interruption were used to facilitate requesting behaviors. The speech therapist assessed children’s developmental level across multiple domains at pretest and posttest. We coded 3 videos per child, i.e., one early, one mid, and one late training session each, to assess changes in children’s stage of communication, spontaneous requesting abilities, level of attention during training trials, and average time to completion for requesting trials. In addition, caregivers filled out questionnaires to assess training-related changes in children’s adaptive functioning levels as well as the psychosocial impact of the Jellow AAC system on children’s quality of life. Results: Children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow AAC system on their child’s self-esteem, adaptability, and competence. Conclusions: The findings from our pilot study support the use of the novel, socio-culturally adapted, Jellow Communicator AAC system for teaching requesting skills to young children with ASD who use multiple communication modalities. Future studies should replicate our findings with a larger group of participants using a randomized controlled trial design. Implications: This is the first experimental study to systematically assess the effects of an indigenously-developed comprehensive AAC system adapted to the sociocultural and linguistic landscape of India. Our study results provide support for the use of the cost-effective Jellow Communicator AAC system in facilitating requesting skills in children with ASD who use multiple communication modalities. Clinicians can use low-tech and high-tech versions of Jellow to promote communication skills in children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221120749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study [Texte imprimé et/ou numérique] / Sudha SRINIVASAN, Auteur ; Siddhi PATEL, Auteur ; Avadhut KHADE, Auteur ; Gaganjot BEDI, Auteur ; Jyoti MOHITE, Auteur ; Ajanta SEN, Auteur ; Ravi POOVAIAH, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Augmentative and alternative communication  autism spectrum disorders  communication and language  requesting skills  culturally-valid AAC intervention Index. décimale : PER Périodiques Résumé : Background & aims: The study assessed the efficacy of a novel, child-friendly, socio-culturally sensitive, icon-based Augmentative and Alternative Communication (AAC) system called Jellow Communicator, in teaching requesting skills to young children with Autism Spectrum Disorder (ASD) in a special school in Mumbai, India. Jellow is a comprehensive AAC system with a lexicon and pictorial library designed using a participatory, user-centric design process. The content of Jellow has been developed bearing in mind the socio-cultural and linguistic diversity of India. Jellow is available in low-tech (flashcards, booklet) and high-tech (Android and iOS app and desktop application) versions. Methods: The quasi-experimental longitudinal study involved seventeen 3.5 “12-year-old children with ASD with communication challenges. Children were taught to use the Jellow AAC system to request for preferred items, as part of their regular speech therapy sessions. Each child received one-on-one training sessions with a licensed speech therapist twice a week over a 3-month duration, with each session lasting around 20 “30 min. A systematic training protocol adapted from the original Picture Exchange Communication System (PECS) was developed to train children to use the Jellow system, progressing from flashcards to the app version of Jellow. Behavioral training strategies such as modeling, least-to-most prompting, differential reinforcement, and behavior chain interruption were used to facilitate requesting behaviors. The speech therapist assessed children’s developmental level across multiple domains at pretest and posttest. We coded 3 videos per child, i.e., one early, one mid, and one late training session each, to assess changes in children’s stage of communication, spontaneous requesting abilities, level of attention during training trials, and average time to completion for requesting trials. In addition, caregivers filled out questionnaires to assess training-related changes in children’s adaptive functioning levels as well as the psychosocial impact of the Jellow AAC system on children’s quality of life. Results: Children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow AAC system on their child’s self-esteem, adaptability, and competence. Conclusions: The findings from our pilot study support the use of the novel, socio-culturally adapted, Jellow Communicator AAC system for teaching requesting skills to young children with ASD who use multiple communication modalities. Future studies should replicate our findings with a larger group of participants using a randomized controlled trial design. Implications: This is the first experimental study to systematically assess the effects of an indigenously-developed comprehensive AAC system adapted to the sociocultural and linguistic landscape of India. Our study results provide support for the use of the cost-effective Jellow Communicator AAC system in facilitating requesting skills in children with ASD who use multiple communication modalities. Clinicians can use low-tech and high-tech versions of Jellow to promote communication skills in children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221120749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74 Titre : A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur Année de publication : 2012 Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Aided AAC  Communication skills  Social skills  Interventions  Meta-analysis  Voice output communication aid  Speech-generating device  Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur . - 2012 . - p.60-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74 Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Aided AAC  Communication skills  Social skills  Interventions  Meta-analysis  Voice output communication aid  Speech-generating device  Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

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

A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder / S. P. GILROY in Autism Research, 11-12 (December 2018)  

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Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention / Sofia WALLIN in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements / Cindy GEVARTER in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

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Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills / Miriam C. BOESCH in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

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Development and evaluation of a speech-generating AAC mobile app for minimally verbal children with autism spectrum disorder in Mainland China / S. AN in Molecular Autism, 8 (2017)  

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