Increasing Functional Communication in Non-Speaking Preschool Children: Comparison of PECS and VOCA

Autor/inn/en	Bock, Stacey Jones; Stoner, Julia B.; Beck, Ann R.; Hanley, Laurie; Prochnow, Jessica
Titel	Increasing Functional Communication in Non-Speaking Preschool Children: Comparison of PECS and VOCA
Quelle	In: Education and Training in Developmental Disabilities, 40 (2005) 3, S.264-278 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Intervention; Preschool Children; Communication Strategies; Assistive Technology; Communication Research; Methods Research; Nonverbal Communication; Comparative Analysis; Intermode Differences; Statistical Analysis; Research Methodology; Skill Development; Males; Illinois + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstrategie; Kommunikationsforschung; Methodenforschung; Non-verbal communication; Nonverbale Kommunikation; Statistische Analyse; Research method; Forschungsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Male; Männliches Geschlecht
Abstract	For individuals who have complex communication needs and for the interventionists who work with them, the collection of empirically derived data that support the use of an intervention approach is critical. The purposes of this study were to continue building an empirically derived base of support for, and to compare the relative effectiveness of two communication intervention strategies (i.e., PECS and the use of VOCA) with preschool children who have complex communication needs. Specific research questions were (a) Which communication strategy, PECS or VOCA, results in a more rapid rate of acquisition of requesting skills for preschool children?, and (b) To what extent do communication behaviors utilizing PECS and VOCA generalize from a pull-out setting to the classroom setting? Results are discussed and clinical implications given. (Contains 6 figures and 1 table.) (Author).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, PO Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10