Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Virtual Reality Job Interview Training in Adult...

volgende artikel Are Children with Autism More Responsive to Ani...

Tip

Swipe om te navigeren naar een ander artikel

01-10-2014 | Original Paper | Uitgave 10/2014

Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad^® Applications with Different Display and Design Elements

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 10/2014

Auteurs:: Cindy Gevarter, Mark F. O’Reilly, Laura Rojeski, Nicolette Sammarco, Jeff Sigafoos, Giulio E. Lancioni, Russell Lang

» Toegang tot de volledige tekst krijgen

Abstract

Augmentative and alternative communication (AAC) applications may differ in their use of display and design elements. Using a multielement design, this study compared mand acquisition in three preschool-aged males with autism spectrum disorder, across three different displays in two iPad^® AAC applications. Displays included a Widgit symbol button (GoTalk), a photographical hotspot (Scene and Heard), and a Widgit symbol button along with a photograph (Scene and Heard). Applications had additional design differences. Two participants showed more rapid and consistent acquisition with the photographical hotspot than with the symbol button format, but did not master the combined format. The third participant mastered all three conditions at comparable rates. Results suggest that AAC display and design elements may influence mand acquisition.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achmadi, D., Kagohara, D. M., van der Meer, L., O’Reilly, M. F., Lancioni, G. E., Sutherland, D., et al. (2012). Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1258–1264. CrossRef

American Psychiatric Association (Ed.). (2000). Diagnostic and statistical manual of mental disorders: DSM- IV- TR ^®. American Psychiatric Pub.

Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2008). Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 2, 430–446. CrossRef

Beck, A. R., Stoner, J. B., Bock, S. J., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43, 198–216.

Belfiore, P. J., Lim, L., & Browder, D. M. (1993). Increasing the efficiency of instruction for a person with severe disabilities: The applicability of Fitt’s law in predicting response time. Journal of Behavioral Education, 3, 247–258. CrossRef

Bock, S. J., Stoner, J. B., Beck, A. R., Hanley, L., & Prochnow, J. (2005). Increasing functional communication in non-speaking preschool children: Comparison of PECS and VOCA. Education and Training in Developmental Disabilities, 40, 264–278.

Boesch, M. C. (2011). Augmentative and alternative communication in autism: A comparison of the Picture Exchange Communication System and speech output technology. Doctoral Dissertation. Retrieved from ProQuest Dissertations & Theses (PQDT) database (UMI No. 3479313).

DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519–533. PubMedCrossRefPubMedCentral

Drager, K. D. R., Light, J. C., Carlson, R., D’Silva, K., Larsson, B., Pitkin, L., et al. (2004). Learning of dynamic display AAC technologies by typically developing 3-year-olds: Effect of different layouts and menu approaches. Journal of Speech, Language and Hearing Research, 47, 1133–1148. CrossRef

Drager, K. D. R., Light, J. C., Speltz, J. H. C., Fallon, K. A., & Jeffries, L. Z. (2003). The performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language and Hearing Research, 46, 298–312. CrossRef

Farrall, J. (2012). What’s APPropriate: AAC Apps for iPhones, iPads and other devices. In Paper presented at the 15th biennial conference of the international society for augmentative and alternative communication (ISAAC), Pittsburgh, PA.

Frost, L., & Bondy, A. (2002). The picture exchange communication system training manual. Newark, DE: Pyramid Educational Products.

Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, G. E., et al. (2013). Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 34, 4415–4432. PubMedCrossRef

Gosnell, J., Costello, J., & Shane, H. (2011). Using a clinical approach to answer “What communication apps should we use?”. Perspectives on Augmentative and Alternative Communication, 20, 87–96. CrossRef

Green, V., Sigafoos, J., Didden, R., O’Reilly, M., Lancioni, G., Ollington, N., et al. (2008). Validity of a structured interview protocol for assessing children’s preferences. In P. Grotewell & Y. Burton (Eds.), Early childhood education: Issues and developments (pp. 87–103). New York: Nova Science Publishers.

Hains, A. H., & Baer, D. M. (1989). Interaction effects in multielement designs: Inevitable, desirable, and ignorable. Journal of Applied Behavior Analysis, 22, 57–69. PubMedCrossRefPubMedCentral

Jonaitis, C. (2011). The Picture Exchange Communication System: Digital photographs versus picture symbols. Doctoral Dissertation. Retrieved from ProQuest Dissertations & Theses (PQDT) database (UMI No. 3455172).

Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., et al. (2013). Using iPods ^® and iPads ^® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147–156. PubMedCrossRef

Kennedy, C. H. (2005). Single- case designs for educational research. Boston: Allyn & Bacon.

Lee, A., Lang, R., Davenport, K., Moore, M., Rispoli, M., van der Meer, L., et al. (2013). Comparison of therapist implemented and iPad-assisted interventions for children with autism. Developmental Neurorehabilitation. doi: 10.3109/17518423.2013.830231.

Light, J., & 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

Light, J., Drager, K., McCarthy, J., Mellott, S., Millar, D., Parrish, C., et al. (2004). Performance of typically developing four-and five-year-old children with AAC systems using different language organization techniques. Augmentative and Alternative Communication, 20, 63–88. CrossRef

McBride, D. (2011). AAC evaluations and new mobile technologies: Asking and answering the right questions. Perspectives on Augmentative and Alternative Communication, 20, 9–16. CrossRef

McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107–116. PubMedCrossRef

Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34, 203–216. CrossRef

Reichle, J., Dettling, E. E., Drager, K. D. R., & Leiter, A. (2000). Comparison of correct responses and response latency for fixed and dynamic displays: Performance of a learner with severe developmental disabilities. Augmentative and Alternative Communication, 16, 154–163. CrossRef

Schlosser, R. W., & Sigafoos, J. (2006). Augmentative and alternative communication interventions for persons with developmental disabilities: Narrative review of comparative single-subject experimental studies. Research in Developmental Disabilities, 27, 1–29. PubMedCrossRef

Shane, H. C. (2006). Using visual scene displays to improve communication and communication instruction in persons with autism spectrum disorders. Perspectives in Augmentative and Alternative Communication, 15, 8–13. CrossRef

Shane, H. C., Laubscher, E. H., Schlosser, R. W., Flynn, S., Sorce, J. F., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1228–1235. PubMedCrossRef

Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). Circle Pines, MN: American Guidance Service.

van der Meer, L., Didden, R., Sutherland, D., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012a). Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 1–18. CrossRef

van der Meer, L., Kagohara, D., Achmadi, D., O’Reilly, M. F., Lancioni, G. E., Sutherland, D., et al. (2012b). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33, 1658–1669. PubMedCrossRef

Wood Jackson, C., Wahlquist, J., & Marquis, C. (2011). Visual supports for shared reading with young children: The effect of static overlay design. Augmentative and Alternative Communication, 27, 91–102. PubMedCrossRef

Titel: Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements
Auteurs:: Cindy Gevarter
Mark F. O’Reilly
Laura Rojeski
Nicolette Sammarco
Jeff Sigafoos
Giulio E. Lancioni
Russell Lang
Publicatiedatum: 01-10-2014
DOI: https://doi.org/10.1007/s10803-014-2115-9
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 10/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 10/2014

Brief Report: Functional MRI of a Patient with 7q11.23 Duplication Syndrome and Autism Spectrum Disorder

Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency

Erratum to: Can Gaze Avoidance Explain Why Individuals with Asperger’s Syndrome Can’t Recognise Emotions From Facial Expressions?

Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors

Virtual Reality Job Interview Training in Adults with Autism Spectrum Disorder

Classification of Behaviorally Defined Disorders: Biology Versus the DSM