3 recherche sur le mot-clé 'augmentative communication'

Augmentative and alternative communication supports for adults with autism spectrum disorders / David TREMBATH in Autism, 18-8 (November 2014)  

Public ISBD [article]  inAutism > 18-8 (November 2014) . - p.891-902 Titre : Augmentative and alternative communication supports for adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Teresa IACONO, Auteur ; Katie LYON, Auteur ; Denise WEST, Auteur ; Hilary JOHNSON, Auteur Article en page(s) : p.891-902 Langues : Anglais (eng) Mots-clés : adult  augmentative communication Index. décimale : PER Périodiques Résumé : Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes. En ligne : http://dx.doi.org/10.1177/1362361313486204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242 [article] Augmentative and alternative communication supports for adults with autism spectrum disorders [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Teresa IACONO, Auteur ; Katie LYON, Auteur ; Denise WEST, Auteur ; Hilary JOHNSON, Auteur . - p.891-902. Langues : Anglais (eng) in Autism > 18-8 (November 2014) . - p.891-902 Mots-clés : adult  augmentative communication Index. décimale : PER Périodiques Résumé : Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes. En ligne : http://dx.doi.org/10.1177/1362361313486204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242

A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251 Titre : A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur Année de publication : 2014 Article en page(s) : p.1244-1251 Langues : Anglais (eng) Mots-clés : Autism  Behavioral intervention  Functional communication  Vocal language intervention  Pictorial communication intervention  Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur . - 2014 . - p.1244-1251. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251 Mots-clés : Autism  Behavioral intervention  Functional communication  Vocal language intervention  Pictorial communication intervention  Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Accurate or Assumed: Visual Learning in Children with ASD / David TREMBATH in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3276-3287 Titre : Accurate or Assumed: Visual Learning in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Giacomo VIVANTI, Auteur ; Teresa IACONO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.3276-3287 Langues : Anglais (eng) Mots-clés : Autism  Augmentative communication  AAC  Visual attention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-015-2488-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Accurate or Assumed: Visual Learning in Children with ASD [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Giacomo VIVANTI, Auteur ; Teresa IACONO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.3276-3287. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3276-3287 Mots-clés : Autism  Augmentative communication  AAC  Visual attention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-015-2488-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267