Comparing Response Modes during Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism

Autor/inn/en	Bethune, Keri S.; Boyle, Jessica
Titel	Comparing Response Modes during Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 2, S.101-112 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221121276
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Augmentative and Alternative Communication; Training; Preferences; Responses; Interpersonal Communication; Visual Aids; Speech Communication; Pictorial Stimuli; Behavior Problems; Generalization + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausbildung; Interpersonale Kommunikation; Anschauungsmaterial; Fantasieanregung
Abstract	This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants' initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01