Literaturnachweis - Detailanzeige
| Autor/in | Chiang, Hsu-Min |
|---|---|
| Titel | Naturalistic Observations of Elicited Expressive Communication of Children with Autism: An Analysis of Teacher Instructions |
| Quelle | In: Autism: The International Journal of Research and Practice, 13 (2009) 2, S.165-178 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1362-3613 |
| DOI | 10.1177/1362361308098513 |
| Schlagwörter | Verbal Communication; Augmentative and Alternative Communication; Autism; Oral Language; Expressive Language; Observation; Foreign Countries; Teacher Student Relationship; Severity (of Disability); Cues; Correlation; Australia; Taiwan |
| Abstract | This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt. (Contains 3 tables.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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