Effects of Speech and Print Feedback on Spelling by Children With Autism.
In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & N. Barnett, 1 998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words wi...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 47; no. 4; pp. 848 - 863 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Aug2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507925840&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507925840 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Aug2004 vid: 47 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507925840 10.1044/1092-4388(2004/063) ppf: 848 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 5.7MB tig: atl: Effects of Speech and Print Feedback on Spelling by Children With Autism. aug: au: Schlasser, Ralf W. Blischak, Doreen M. su: Psychological feedback Education of autistic children Communication devices for people with disabilities English orthography & spelling sug: subj: Psychological feedback Education of autistic children Communication devices for people with disabilities English orthography & spelling ab: In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & N. Barnett, 1 998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback conditions. In the auditory-visual condition, children received both speech and print feedback, whereas in the auditory and visual conditions, only 1 type of feedback was provided. An adapted alternating treatments design was used. All 4 children reached criterion across conditions. Although 3 children reached criterion first with print or speech-print feedback, 1 child was most efficient with speech-print followed by speech feedback. Based on the findings of both studies, 2 distinct profiles of feedback efficiency are proposed. Children that exemplify the primarily visual profile spell words most efficiently when feedback involves print. Children that Fit the auditory profile spell words most efficiently when feedback involves speech. The implications for understanding the learning characteristics of children with autism, as well as those for practice and further research are derived. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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