Social Positioning: Increasing the Nonsymbolic and Symbolic Communication of Students with Complex Communication Needs

Autor/inn/en	Bonnike, Dena R.; Douglas, Karen H.; Stoner, Julia B.
Titel	Social Positioning: Increasing the Nonsymbolic and Symbolic Communication of Students with Complex Communication Needs
Quelle	In: International Journal of Special Education, 33 (2018) 1, S.152-170 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Eye Movements; Interpersonal Communication; Nonverbal Communication; Severe Disabilities; Multiple Disabilities; Socialization; Assistive Technology; Augmentative and Alternative Communication; Middle School Students; Human Body; Communication Problems; Intervention; Special Schools; Day Schools; Class Organization; Speech Communication + Suchen Sie Ihr Suchwort? Augenbewegung; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Socialisation; Sozialisation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Menschlicher Körper; Kommunikationsbarriere; Special school; Sonderschule; Day school; Halbtagsschule
Abstract	The purpose of this single case A-B-A-B study was to determine if the dependent variables of eye gaze, vocalization, and reaching would increase among students and peers with severe and multiple disabilities and complex communication needs when the independent variable of positioning for communication and socialization (peers facing each other and no more than two feet apart) was manipulated. Speech-generating devices were also provided as part of the intervention package. Three middle school students attending a therapeutic day school participated in the study during their out-of-wheelchair time. A functional relation was demonstrated between eye gaze and social positioning across all students. However, they did not maintain these levels of communication one and two weeks after completion of the study. Future research and implications were discussed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01