Using Facilitated Communication To Improve Yes/No Responses in Elementary Age Non-Verbal Severely and Profoundly Mentally Handicapped Cerebral Palsied Students.

Autor/in	Barabash, Margaret K.
Titel	Using Facilitated Communication To Improve Yes/No Responses in Elementary Age Non-Verbal Severely and Profoundly Mentally Handicapped Cerebral Palsied Students.
Quelle	(1993), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Cerebral Palsy; Communication Aids (for Disabled); Communication Skills; Elementary School Students; Intermediate Grades; Nonverbal Communication; Severe Mental Retardation; Training Methods + Suchen Sie Ihr Suchwort? Hirnlähmung; Kommunikationsstil; Mittelstufe; Non-verbal communication; Nonverbale Kommunikation; Didaktik; Trainingsmaßnahme
Abstract	This study evaluated the use of facilitated communication to improve basic communication skills with five nonverbal severely and profoundly mentally handicapped students (11 and 12 years old) with cerebral palsy. Subjects were trained in the use of facilitated communication and in activities that encouraged students to point to "yes" or "no" on a communication board. Mastery was measured by the number of correct yes/no responses shown during biweekly activities. Four of the five students mastered both communication objectives (pointing and choice making) and three students were using communication boards routinely at home. One student was using a communication board for more general communication purposes and appeared to have academic skills at about the fourth grade level. Facilitated communication is seen as a tool to unlock the capabilities of individuals assumed to be incapable of real communication. Appendices include a sample of dialog made possible through facilitated communication. (Contains 18 references.) (BD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC