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
3 recherche sur le mot-clé 'requesting skills'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
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 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)
[article]
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
in Autism & Developmental Language Impairments > 7 (January-December 2022)[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 Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder / Melissa L. KING in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. KING, Auteur ; Kazu TAKEGUCHI, Auteur ; Shaina E. BARRY, Auteur ; Ruth Anne REHFELDT, Auteur ; Valerie E. BOYER, Auteur ; Therese L. MATHEWS, Auteur Article en page(s) : p.1107-1120 Langues : Anglais (eng) Mots-clés : Autism Requesting skills iPad® Picture-based communication system Index. décimale : PER Périodiques Résumé : Abstract The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy amp; Frost, 1994; Frost amp; Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1107-1120[article] Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Melissa L. KING, Auteur ; Kazu TAKEGUCHI, Auteur ; Shaina E. BARRY, Auteur ; Ruth Anne REHFELDT, Auteur ; Valerie E. BOYER, Auteur ; Therese L. MATHEWS, Auteur . - p.1107-1120.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1107-1120
Mots-clés : Autism Requesting skills iPad® Picture-based communication system Index. décimale : PER Périodiques Résumé : Abstract The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy amp; Frost, 1994; Frost amp; Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238