Acquisition, Preference and Follow-Up Comparison across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

Autor/inn/en	McLay, Laurie; Schäfer, Martina C. M.; van der Meer, Larah; Couper, Llyween; McKenzie, Emma; O'Reilly, Mark F.; Lancioni, Giulio E.; Marschik, Peter B.; Sigafoos, Jeff; Sutherland, Dean
Titel	Acquisition, Preference and Follow-Up Comparison across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder
Quelle	In: International Journal of Disability, Development and Education, 64 (2017) 2, S.117-130 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2016.1188892
Schlagwörter	Autism; Pervasive Developmental Disorders; Augmentative and Alternative Communication; Children; Toys; Play; Sign Language; Pictorial Stimuli; Communication Strategies; Intervention; Assistive Technology; Foreign Countries; Adjustment (to Environment); Behavior Rating Scales; Observation; New Zealand; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Toy; Spielzeug; Spiel; Gebärdensprache; Fantasieanregung; Kommunikationsstrategie; Ausland; Beobachtung; Neuseeland
Abstract	Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing "MORE," and (c) touching a "MORE" symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01