Traduction: G.M.
Int J Dev Neurosci. 2014 Dec;39:59-67. doi: 10.1016/j.ijdevneu.2014.05.001. Epub 2014 May 10.
Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad(®)-based speech-generating device
Waddington H1, Sigafoos J2, Lancioni GE3, O'Reilly MF4, van der Meer L1, Carnett A1, Stevens M1, Roche L1, Hodis F1, Green VA1, Sutherland D5, Lang R6, Marschik PB7.
Author information
- 1School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
- 2School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand. Electronic address: jeff.sigafoos@vuw.ac.nz
- 3Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy.
- 4Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA.
- 5School of Health Sciences, College of Education, University of Canterbury, Christchurch, New Zealand.
- 6Clinic for Autism Research, Evaluation, and Support, Texas State University, San Marcos, TX, USA.
- 7Institute of Physiology, Research Unit iDN-Interdisciplinary Developmental Neuroscience, IN:spired, Center for Physiological Medicine, Medical University of Graz, Graz, Austria.
Abstract
BACKGROUND:
Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech-generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad(®)-based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank-you response after receiving the requested toy.
De nombreux enfants avec des troubles du spectre autistique (TSA) ont une absence ou un langage limité et pourraient donc bénéficier de l'apprentissage de l'usage d'un dispositif générateur de parole (SGD). Le but de cette étude était d'évaluer une procédure visant à enseigner trois enfants atteints de TSA à utiliser un iPad (®) à base de SGD à faire une demande générale d'accès à des jouets, puis faire une demande spécifique de l'un des deux jouets, et puis communiquer un mot de remerciement réponse après avoir reçu le jouet demandé.
METHOD:
A multiple-baseline across participants design was used to determine whether systematic instruction involving least-to-most-prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow-up probes were conducted for two of the three participants.RESULTS:
With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow-up sessions.Grâce à l'intervention, les trois enfants ont montré une amélioration dans l'exécution de la séquence de communication. Cette amélioration a été maintenue avec un partenaire de communication familier et pendant les séances de suivi.
CONCLUSION:
With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad-based SGD to complete multi-step communication sequences that involve requesting and social communication functions.Avec un enseignement systématique, les enfants avec TSA et une grave déficience de communication peuvent apprendre à utiliser un dispositif générateur de paroles sur iPad pour compléter des séquences de communication multi-étapes qui impliquent des fonctions de sollicitations et de communication sociale.
Copyright © 2014 ISDN. Published by Elsevier Ltd. All rights reserved.
- PMID: 24819024
