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Augmentative communication and autis...

Anderson, Aimee Elizabeth.

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Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System./
作者:	Anderson, Aimee Elizabeth.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4269.
Contained By:	Dissertation Abstracts International62-09B.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027052
ISBN:	9780493390734

Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System.
Anderson, Aimee Elizabeth.

Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System. - 200 p.

Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4269.

Thesis (Ph.D.)--University of California, San Diego, 2001.

Approximately fifty percent of children with autism are nonvocal (Frankel, Leary & Kilman, 1987). The most prevalent augmentative communication systems currently in use with this population are sign language and the Picture Exchange Communication System (PECS; Bondy & Frost, 1994). Advantages and disadvantages of each system exist, and large individual differences in performance have been noted in both modalities (Bondy & Frost, 1994; Kiernan, 1983). Historically, augmentative systems have been chosen for children with autism based on what their caregivers preferred or what their teachers knew how to use (Kiernan, Reid & Jones, 1982). Recent evidence of neural plasticity in the brains of very young children has underscored the importance of individualizing early treatment, such as communication training (Chugani, Phelps & Mazziotta, 1987). There is currently no published research that compares sign language and PECS.

ISBN: 9780493390734Subjects--Topical Terms:

529430
Psychology, Social.

Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System.
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245 1 0 $a Augmentative communication and autism: A comparison of sign language and the Picture Exchange Communication System.
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500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4269.
500 $a Chair: Laura Schreibman.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2001.
520 $a Approximately fifty percent of children with autism are nonvocal (Frankel, Leary & Kilman, 1987). The most prevalent augmentative communication systems currently in use with this population are sign language and the Picture Exchange Communication System (PECS; Bondy & Frost, 1994). Advantages and disadvantages of each system exist, and large individual differences in performance have been noted in both modalities (Bondy & Frost, 1994; Kiernan, 1983). Historically, augmentative systems have been chosen for children with autism based on what their caregivers preferred or what their teachers knew how to use (Kiernan, Reid & Jones, 1982). Recent evidence of neural plasticity in the brains of very young children has underscored the importance of individualizing early treatment, such as communication training (Chugani, Phelps & Mazziotta, 1987). There is currently no published research that compares sign language and PECS.
520 $a In the present study, 6 children with autism, ages 2 to 4, received training in both sign language and PECS. The purpose of the study was to investigate differences in child performance between the sign language and PECS conditions in rates of acquisition, spontaneous use, maintenance, behavior (e.g., self-stimulation, positive affect), generalization, eye-contact and vocalization. A further purpose of the study was to identify child characteristics (e.g., joint attention, imitation) that may be related to performance in each modality.
520 $a The primary findings of this investigation were that: (a) there was a main effect of PECS acquisition; (b) participants appeared to prefer one modality over the other; (c) benefits of the PECS modality included success with a broader range of children, faster rates of acquisition, and better generalization to novel items; (d) benefits of the sign language modality included higher levels of initiation, eye-contact and vocalization at post-treatment; (e) rates of acquisition in the PECS modality were associated with levels of protoimperative joint attention before treatment; (f) rates of acquisition in the sign language modality were associated with levels of protodeclarative joint attention comprehension before treatment; (g) a preference for sign language was associated with high levels of functional play; and, (h) vocalization during and after treatment was associated with imitation levels and language age-equivalents before treatment.
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