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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)
[article]
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
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1247-1257[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 Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233[article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233
Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 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