Teaching Students with Developmental Disabilities to Locate Their AAC Device

Autor/inn/en	Sigafoos, Jeff; O'Reilly, Mark; Seely-York, Sue; Edrisinha, Chaturi
Titel	Teaching Students with Developmental Disabilities to Locate Their AAC Device
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 25 (2004) 4, S.371-383 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2003.07.002
Schlagwörter	Pervasive Developmental Disorders; Autism; Augmentative and Alternative Communication; Teaching Methods; Assistive Technology; Intervention; Sensory Aids + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnesreiz
Abstract	Students with autism and related developmental disabilities who do not speak are often taught to use some type of augmentative and alternative communication (AAC) system, such as a voice output communication aid (VOCA). One problem with such devices is that the person may be unable to communicate when the device is not readily accessible. We first taught three nonverbal students with autism to use a VOCA to request access to preferred items. Following this initial acquisition phase, however, none of the students would locate their VOCA when it was not within reach. A least-to-most prompting procedure was implemented to teach the students to locate their AAC device. The effectiveness of this procedure for teaching VOCA location skills was evaluated in a delayed multiple-baseline across subjects design. The results showed that the intervention was effective in teaching the students to locate their AAC device when they needed it to request access to preferred objects. Teaching VOCA location skills may be a useful and necessary component in AAC interventions for some people with developmental disabilities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10