The Effects of an Animated Exemplar/ Nonexemplar Program To Teach the Relational Concept on to Children With Autism Spectrum Disorders and Developmental Delays Who Require AAC.
Purpose: Children with autism spectrum disorders with little or no functional speech may benefit from visual symbols for communication. Although a variety of teaching paradigms are available for teaching children to associate a single word with a visual symbol (e.g., dog with a drawing of a dog), th...
| Publicado en: | Contemporary Issues in Communication Science & Disorders Vol. 41; pp. 83 - 96 |
|---|---|
| Autores principales: | , , , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
National Student Speech Language Hearing Association
Spring2014
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Purpose: Children with autism spectrum disorders with little or no functional speech may benefit from visual symbols for communication. Although a variety of teaching paradigms are available for teaching children to associate a single word with a visual symbol (e.g., dog with a drawing of a dog), there are fewer options to teach relationships between a concept with contextually dependent meanings and a single symbol (e.g., on with a single drawing). Method: An animated instructional program using a structured approach was used to teach the relational concept on to 2 children with autism spectrum disorders and 1 child with speech-language and pragmatic impairments. A single-subject multiple-baseline design across participants was used. Results: The relational concepts computer program used was effective in teaching the targeted concept to the children. Generalization of the concept at criterion was demonstrated by 1 participant, with the other 2 showing evidence of generalization. |
|---|