Transactions within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation

Autor/inn/en	Dorney, Kathryn E.; Erickson, Karen
Titel	Transactions within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation
Quelle	In: Exceptionality Education International, 29 (2019) 2, S.42-58 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Augmentative and Alternative Communication; Assistive Technology; Intervention; Preschool Children; Autism; Pervasive Developmental Disorders; Communication Skills; Interaction; Teacher Student Relationship; Interpersonal Communication; Nonverbal Communication; Comprehension; Symbolic Language + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Kommunikationsstil; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Verstehen; Verständnis; Symbolsprache
Abstract	This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidence-based, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b) providing aided language input; and (c) focusing on graphic symbols representing core vocabulary. Using a mixed-methods design with multiple sources of data (i.e., observation field notes, IEPs, and direct communication assessment), the study was conducted in three classrooms with 6 educators and 13 preschool students with ASD. The purpose was to explore interaction patterns between educators and students while also analyzing improvements in student communication as measured by the Communication Matrix. The results point to a transactional relationship between educators' and students' communication across the three classrooms. This group of preschool students with ASD learned to use abstract graphic symbols representing core vocabulary to request as a result of educators' focus on this requesting. A number of students demonstrated growth in use of non-symbolic communication for social interaction and information sharing as a result of educators' increased use of aided language input. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01