Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-06-2012 | Original Paper

Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders

Auteurs: Howard C. Shane, Emily H. Laubscher, Ralf W. Schlosser, Suzanne Flynn, James F. Sorce, Jennifer Abramson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2012

Abstract

The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD.

vorige artikel Issues and Theoretical Constructs Regarding Parent Education for Autism Spectrum Disorders

volgende artikel Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism

Alleen toegankelijk voor geautoriseerde gebruikers

Examples of consumer-level hardware running special-purpose software include personal laptop computers with Speaking Dynamically Pro ^®, tablet computers running Clickit! and personal laptops with Pogo Boards.

Examples of consumer-level hardware running general-purpose software include tablet computers running Microsoft Word and personal desktop or laptop computers running Microsoft Powerpoint to present dynamic displays.

These authors are involved in the design and creation of the described software project but do not receive royalties for these activities.

Althaus, M., de Sonneville, L. M., Minderaa, R. B., Hensen, L. G., & Til, R. B. (1996). Information processing and aspects of visual attention in children with the DSM-III-R Diagnosis “Pervasive Developmental Disorder Not Otherwise Specified” (PDDNOS): II. Child Neuropsychology, 2, 17–29. CrossRef

Bandura, A. (1977). Social learning theory. New York: General Learning Press.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with Autism spectrum disorders. Exceptional Children, 73, 264–287.

Blischak, D. M., & Ho, K. (2000). School-based augmentative and alternative communication evaluation reports. Contemporary Issues in Communication Sciences and Disorders, 27, 70–81.

Bondy, A. S., & Frost, L. A. (1998). The picture exchange communication system. Seminars in Speech and Language, 19, 373–398. PubMedCrossRef

Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acquisition of sign language by autistic children. I: Expressive labeling. Journal of Applied Behavior Analysis, 11, 489–501. PubMedCrossRef

Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112–125. PubMedCrossRef

Frost, L., & Bondy, A. S. (1994). PECS: The picture exchange communication system training manual. Cherry Hill, N. J.: Pyramid Educational Consultants.

Frost, L., & Bondy, A. (2002). Picture exchange communication system training manual (2nd ed.). Newark, DE: Pyramid Education Products.

Fuller, D., & Lloyd, L. L. (1990). The role of iconicity in augmentative and alternative communication symbol learning. In W. Fraser (Ed.), Key issues in mental retardation research (pp. 295–306). London: Routledge.

Fuller, D. R., Lloyd, L. L., & Schlosser, R. W. (1992). The further development of an augmentative and alternative communication (AAC) symbol taxonomy. Augmentative and Alternative Communication, 8, 67–73. CrossRef

Kozleski, E. B. (1991). Visual symbol acquisition by students with autism. Exceptionality, 2, 173–194. CrossRef

Light, J. C., Beukelman, D. R., & Reichle, J. (Eds.). (2003). Communicative competence for individuals who use AAC: From research to effective practice. Baltimore: Paul H. Brookes Publishing Co.

Light, J. C., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23, 204–216. PubMedCrossRef

Lloyd, L. L., Fuller, D. R., & Arvidson, H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Needham Heights: Allyn & Bacon Publishing Company.

Mineo, B. A., Peischl, D., & Pennington, C. (2008). Moving targets: The effect of animation on identification of action word representations. Augmentative and Alternative Communication, 24, 162–173. PubMedCrossRef

Mirenda, P., & Iacono, T. (1988). Strategies for promoting augmentative and alternative communication in natural contexts with students with autism. Focus on Autistic Behavior, 3, 1–16.

Mirenda, P., & Iacono, T. (2009). Autism Spectrum Disorders and AAC. Baltimore, MD: Paul H. Brookes.

Mirenda, P., & Locke, P. A. (1989). Comparison of symbol transparency in nonspeaking persons with intellectual disabilities. Journal of Speech and Hearing Disorders, 54, 131–140. PubMed

Quist, R. W., & Lloyd, L. L. (1997). High technology. In L. L. Lloyd, D. R. Fuller, & H. H. Arvidson (Eds.), Augmentative and alternative communication: A handbook of principles and practices (pp. 137–168). Needham Heights, MA: Allyn & Bacon.

Schlosser, R. W., & Blischak, D. M. (2001). Is there a role for speech output in interventions for persons with autism? A review. Focus on Autism and Other Developmental Disabilities, 16, 170–178. CrossRef

Schlosser, R. W., Koul, R., Shane, H. C., & Luiselli, J. (2010). Do animations facilitate symbol understanding in children with autism? Grant funded by U.S. Department of Education, National Institute on Disability and Rehabilitation Research, CFDA 84.133G-1 Field-Initiated Research, 10/1/2009–9/30/2012.

Schlosser, R. W., Shane, H., Sorce, J., Koul, R., Bloomfield, E., & Debrowski, L., et al. (2010). Animation of graphic symbols representing actions and prepositions: Effects on transparency, name agreement, and identification. (manuscript under review).

Schlosser, R. W., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18, 102–123. CrossRef

Schlosser, R. W., & Sigafoos, J. (2008). Communication intervention for children with Autism Spectrum Disorders. In J. L. Matson (Ed.), Autism spectrum disorders: Evidence-based assessment and intervention across the lifespan (pp. 299–325). Amsterdam, New York: Elsevier. CrossRef

Schlosser, R. W., Sigafoos, J., & Koul, R. K. (2009). Speech output and speech generating devices in autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism Spectrum Disorders and AAC (pp. 141–170). Baltimore, MD: Paul H. Brookes.

Shane, H. C., & Albert, P. D. (2008). Electronic screen media for persons with autism spectrum disorders: Results of a survey. Journal of Autism and Developmental Disorders, 38, 1499–1508. PubMedCrossRef

Shane, H. C., & Bashir, A. S. (1980). Election criteria for the adoption of an augmentative communication system: Preliminary considerations. Journal of Speech and Hearing Disorders, 45, 408–414. PubMed

Shane, H. C., O’Brien, M., & Sorce, J. (2009a). Use of a visual graphic language system to support communication for persons on the autism spectrum. Perspectives on Augmentative and Alternative Communication, 18, 130–136. CrossRef

Shane, H., Schlosser, R. W., Sorce, J., Duggan, M., O’Brien, M., Flynn, S., et al. (2009b). The efficacy of teaching language concepts to children with autism. New Orleans, LA: Seminar presented at the national convention of the American Speech-Language-Hearing Association.

Shane, H. C., & Weiss-Kapp, S. (2008). Visual language in autism. San Diego: Plural Publishing.

Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with Autism Spectrum Disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36. CrossRef

Sigafoos, J., O’Reilly, M., Ganz, J., Lancioni, G. E., & Schlosser, R. W. (2007). Assessing correspondence following acquisition of an exchange-based communication system. Research in Developmental Disabilities, 28, 71–83. PubMedCrossRef

Stephenson, J. (2009). Iconicity in the development of picture skills: Typical development and implications for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 25, 187–201. PubMedCrossRef

Van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., O’Reilly, M. F., & Lancioni, G. E., et al. (in press). Teaching functional use of an iPod-based speech-generating device to students with developmental disabilities. Journal of Special Education Technology.

Wendt, O. (2009). Research on the use of graphic symbols and manual signs. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 83–139). Baltimore: Paul H. Brookes.

Zangari, C., Lloyd, L. L., & Vicker, B. (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication, 10, 27–59. CrossRef

Titel: Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders
Auteurs: Howard C. Shane
Emily H. Laubscher
Ralf W. Schlosser
Suzanne Flynn
James F. Sorce
Jennifer Abramson
Publicatiedatum: 01-06-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-011-1304-z

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2012

Olfactory Detection Thresholds and Adaptation in Adults with Autism Spectrum Condition

Issues and Theoretical Constructs Regarding Parent Education for Autism Spectrum Disorders

W. Ashcroft, S. Argiro and J. Keohane: Success Strategies for Teaching Kids with Autism

Atypical Social Modulation of Imitation in Autism Spectrum Conditions

Practitioner’s Guide to Assessment of Autism Spectrum Disorders in Infants and Toddlers

Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism