Enabling a Prelinguistic Communicator with Autism to Use Picture Card as a Strategy for Repairing Listener Misunderstandings: A Case Study

Autor/inn/en	Ohtake, Yoshihisa; Wehmeyer, Michael; Uchida, Naomi; Nakaya, Akitaka; Yanagihara, Masafumi
Titel	Enabling a Prelinguistic Communicator with Autism to Use Picture Card as a Strategy for Repairing Listener Misunderstandings: A Case Study
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 3, S.410-421 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Disabilities; Communication (Thought Transfer); Interpersonal Communication; Communication Skills; Augmentative and Alternative Communication; Visual Stimuli; Nonverbal Communication; Males; Preadolescents; Outcomes of Treatment; Intervention; Communication Problems + Suchen Sie Ihr Suchwort? Autismus; Handicap; Behinderung; Communication; thought; Kommunikation; Gedanke; Interpersonale Kommunikation; Kommunikationsstil; Non-verbal communication; Nonverbale Kommunikation; Male; Männliches Geschlecht; Pre-adolescence; Präadoleszenz; Kommunikationsbarriere
Abstract	The purpose of this case study was to examine the effects of a time-delay prompting procedure on the acquisition of skills for repairing multiple listener misunderstandings. A prelinguistic student with autism was taught to use picture cards as a strategy to repair listener misunderstandings in a setting where the student had to ask the listener to pick up a pen to paint a TV logo that was one of his preoccupations. The listener intentionally provided the student a pen with non-preferred attributions (brand, color, or size) to provide the student opportunities to repair the communication breakdown. The type and number of attributions misunderstood by the listener in a communication episode changed as the student met the predetermined criterion. Results of a changing-criterion design demonstrated that the intervention was effective in enabling the student to use picture cards in a way that took into consideration which attributions the listener misunderstood. (Contains 3 figures.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10