Improving Communication Skills with an Augmentative Communication Program for Primary Severely Physically Impaired Students.

Autor/in	Lanigan, Paula
Titel	Improving Communication Skills with an Augmentative Communication Program for Primary Severely Physically Impaired Students.
Quelle	(1994), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Augmentative and Alternative Communication; Cerebral Palsy; Communication Disorders; Communication Skills; Expressive Language; Motor Development; Nonverbal Communication; Physical Disabilities; Primary Education; Program Effectiveness; Psychomotor Skills; Severe Disabilities; Skill Development + Suchen Sie Ihr Suchwort? Hirnlähmung; Kommunikationsstörung; Kommunikationsstil; Motorische Entwicklung; Non-verbal communication; Nonverbale Kommunikation; Physical handicap; Körperbehinderung; Primarbereich; Psychomotorische Aktivität; Severe disability; Schwerbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This practicum aimed to provide nonverbal students with a communication program to increase expressive language for daily living skills. Target students were four children (ages 6 to 7) with cerebral palsy. The practicum involved introducing children to pleasurable activities that encouraged communication behaviors, showing the children photographs of each activity before and after the activity, assessing the students' ability to alternate eye gaze between the activity and the service provider, teaching students a communicative signal to initiate an activity, teaching students to activate a switch to operate a computer program, having occupational and physical therapists position the students in equipment that facilitated head and trunk control to enhance vocalization and eye gaze, and conducting a group language lesson using a communication board with sequenced pictures of the story. The target group was involved in daily classroom activities over a 12-week period. Students increased their ability to eye gaze at pictures from one out of four attempts to two out of four attempts and increased the ability to give a positive response for an activity to continue by 25 percent. Students did not meet the objective concerning motor skills for computer use. Appendices provide weekly behavioral charts. (Contains 22 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01