Teaching a Child with ASD to Approach Communication Partners and Use a Speech-Generating Device across Settings: Clinic, School, and Home

Autor/inn/en	Waddington, Hannah; van der Meer, Larah; Carnett, Amarie; Sigafoos, Jeff
Titel	Teaching a Child with ASD to Approach Communication Partners and Use a Speech-Generating Device across Settings: Clinic, School, and Home
Quelle	In: Canadian Journal of School Psychology, 32 (2017) 3-4, S.228-243 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516682812
Schlagwörter	Autism; Pervasive Developmental Disorders; Communication Skills; Generalization; Children; Males; Interpersonal Communication; Handheld Devices; Assistive Technology; Augmentative and Alternative Communication; Program Effectiveness; Skill Development; Interviews; Toys; Preferences; Intervention; Pretests Posttests; Questionnaires; Mothers; Rating Scales; Check Lists; Adjustment (to Environment); Behavior Rating Scales; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Child; Kind; Kinder; Male; Männliches Geschlecht; Interpersonale Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Interviewing; Interviewtechnik; Toy; Spielzeug; Fragebogen; Mother; Mutter; Rating-Skala; Checkliste
Abstract	Individuals with autism spectrum disorder (ASD) often have difficulty generalizing newly acquired communication skills to different contexts. In this study, a multiple baseline across settings (clinic, school, and home) design was used to determine whether an 8-year-old boy with ASD could learn to approach communication partners to request preferred items using an iPad®-based speech-generating device (SGD). Results indicated that the participant learned to approach communication partners to request across all settings. Acquisition of this skill was fastest at school and slowest in the clinic. The participant's learning generalized to a novel room within the same setting, and he was also able to retrieve the SGD prior to approaching the communication partner without additional teaching. Results suggest that individuals with ASD may benefit from being systematically taught to use an SGD across different settings and communication partners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01