Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
8 recherche sur le mot-clé 'Picture Exchange Communication System'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
An evaluation of strategies for training staff to implement the picture exchange communication system / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : An evaluation of strategies for training staff to implement the picture exchange communication system Type de document : Texte imprimé et/ou numérique Auteurs : Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur Année de publication : 2011 Article en page(s) : p.1574-1583 Langues : Anglais (eng) Mots-clés : Staff training Picture exchange communication system Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583[article] An evaluation of strategies for training staff to implement the picture exchange communication system [Texte imprimé et/ou numérique] / Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur . - 2011 . - p.1574-1583.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583
Mots-clés : Staff training Picture exchange communication system Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 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)
[article]
Titre : Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills Type de document : Texte imprimé et/ou numérique Auteurs : Miriam C. BOESCH, Auteur ; Oliver WENDT, Auteur ; Anu SUBRAMANIAN, Auteur ; Ning HSU, Auteur Article en page(s) : p.480-493 Mots-clés : Augmentative and alternative communication Autism Picture Exchange Communication System Requesting skills Speech-generating devices Index. décimale : PER Périodiques Résumé : An experimental, single-subject research study investigated the comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device (SGD) in developing requesting skills for three elementary-age children with severe autism and little to no functional speech. Results demonstrated increases in requesting behavior for all participants across intervention phases with both augmentative and alternative communication (AAC) intervention strategies; however, difficulties were observed with picture discrimination. The Wilcoxon signed pair test did not reveal significant differences between PECS and the SGD for any participant. Findings suggest PECS and SGD are equally appropriate for developing initial requesting skills. Based on the current findings, successful implementation of either AAC strategy is achievable when appropriate instructional strategies are used. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.480-493[article] Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills [Texte imprimé et/ou numérique] / Miriam C. BOESCH, Auteur ; Oliver WENDT, Auteur ; Anu SUBRAMANIAN, Auteur ; Ning HSU, Auteur . - p.480-493.
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.480-493
Mots-clés : Augmentative and alternative communication Autism Picture Exchange Communication System Requesting skills Speech-generating devices Index. décimale : PER Périodiques Résumé : An experimental, single-subject research study investigated the comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device (SGD) in developing requesting skills for three elementary-age children with severe autism and little to no functional speech. Results demonstrated increases in requesting behavior for all participants across intervention phases with both augmentative and alternative communication (AAC) intervention strategies; however, difficulties were observed with picture discrimination. The Wilcoxon signed pair test did not reveal significant differences between PECS and the SGD for any participant. Findings suggest PECS and SGD are equally appropriate for developing initial requesting skills. Based on the current findings, successful implementation of either AAC strategy is achievable when appropriate instructional strategies are used. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) / Anne CUMMINGS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) Type de document : Texte imprimé et/ou numérique Auteurs : Anne CUMMINGS, Auteur ; James E. CARR, Auteur ; Linda A. LEBLANC, Auteur Année de publication : 2012 Article en page(s) : p.32-45 Langues : Anglais (eng) Mots-clés : Alternative and augmentative communication Autism Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is a picture-based alternative communication method that is widely accepted and utilized with individuals with disabilities. Although prior studies have examined the clinical efficacy of PECS, none have experimentally evaluated its manualized training structure. We experimentally evaluated the effects of training during each of the 6 phases of PECS with 7 children with developmental or language disorders. For all 7 participants, PECS responses consistently increased only after training was completed for each of the first 4 phases, but increases in PECS responses occurred during tests of Phases 5 and 6 as soon as training was completed in Phase 4. Consistent with prior research, PECS was taught in a short period of time and required few prerequisite skills. However, 3 of the 7 participants had difficulty with some aspects of training and were able to acquire the targeted skills only after procedural modifications were made. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.32-45[article] Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) [Texte imprimé et/ou numérique] / Anne CUMMINGS, Auteur ; James E. CARR, Auteur ; Linda A. LEBLANC, Auteur . - 2012 . - p.32-45.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.32-45
Mots-clés : Alternative and augmentative communication Autism Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is a picture-based alternative communication method that is widely accepted and utilized with individuals with disabilities. Although prior studies have examined the clinical efficacy of PECS, none have experimentally evaluated its manualized training structure. We experimentally evaluated the effects of training during each of the 6 phases of PECS with 7 children with developmental or language disorders. For all 7 participants, PECS responses consistently increased only after training was completed for each of the first 4 phases, but increases in PECS responses occurred during tests of Phases 5 and 6 as soon as training was completed in Phase 4. Consistent with prior research, PECS was taught in a short period of time and required few prerequisite skills. However, 3 of the 7 participants had difficulty with some aspects of training and were able to acquire the targeted skills only after procedural modifications were made. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 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)
[article]
Titre : A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : S. P. GILROY, Auteur ; G. LEADER, Auteur ; J. P. MCCLEERY, Auteur Article en page(s) : p.1701-1711 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication autism spectrum disorder picture exchange communication system technology Index. décimale : PER Périodiques Résumé : A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high-tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Autism Research 2018, 11: 1701-1711. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches. En ligne : http://dx.doi.org/10.1002/aur.2025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Autism Research > 11-12 (December 2018) . - p.1701-1711[article] A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder [Texte imprimé et/ou numérique] / S. P. GILROY, Auteur ; G. LEADER, Auteur ; J. P. MCCLEERY, Auteur . - p.1701-1711.
Langues : Anglais (eng)
in Autism Research > 11-12 (December 2018) . - p.1701-1711
Mots-clés : augmentative and alternative communication autism spectrum disorder picture exchange communication system technology Index. décimale : PER Périodiques Résumé : A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high-tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Autism Research 2018, 11: 1701-1711. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches. En ligne : http://dx.doi.org/10.1002/aur.2025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 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)
[article]
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
in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74[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 Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 7-8 (August 2013)
PermalinkIconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task / Calum HARTLEY in Autism, 19-5 (July 2015)
PermalinkSymbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming / Calum HARTLEY in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
Permalink