Navbar
Content

communication interventions

Fundamentals of the ImPAACT Program

Fundamentals of the ImPAACT Program, Kent-Walsh, J., and Binger C. , Perspectives in Augmentative and Alternative Communication, Volume 22, Issue 1, p.51-58, (2013)
Tags: 
Tags: 

A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder (summary)

 
A
review
 
of
research
 
into
 
aided
AAC
 
to
increase
social-communication
 
functions
 
in
children
 
with
autism
 
spectrum
 
disorder

Background

Up to a quarter of children with autism spectrum disorder (ASD) do not develop functional speech. Many of them rely on augmentative and alternative communication (AAC) systems.

While there is some evidence supporting the use of AAC with children with ASD it is still unclear how much its use has been taught to develop social communication and whether interventions effect sustained and meaningful change.

Tags: 
Tags: 
Tags: 

A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder (short summary)

 
A
review
 
of
research
 
into
 
aided
AAC
 
to
increase
social-communication
 
functions
 
in
children
 
with
autism
 
spectrum
 
disorder

Up to a quarter of children with autism spectrum disorder (ASD) do not develop functional speech. Many of them rely on augmentative and alternative communication (AAC) systems.

While there is some evidence supporting the use of AAC with children with ASD it is still unclear how much its use has been taught to develop social communication and whether interventions effect sustained and meaningful change.

Tags: 
Tags: 
Tags: 

Bridging the gap from values to actions: a family systems framework for family-centered AAC services (summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

Background

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Family structures are increasingly diverse and studies have found that AAC intervention practices often lack family-centredness often being more professionally centred.

Tags: 
Tags: 
Tags: 

Bridging the gap from values to actions: a family systems framework for family-centered AAC services (short summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Professionals often intend to offer family-centred AAC services but face various and numerous challenges in delivering them.

The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (summary)

 
The
 
Effects
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

Background

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

Teaching speech to this group can be a very lengthy process and throughout this children do not have an effective means of communication.

Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: 

The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (short summary)

 
The
 
Effects
 
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Syndicate content