Impacts of a PECS Instructional Coaching Intervention on Practitioners and Children with Autism

被引：22

作者：

Ganz, Jennifer B. ^{[1
]}

Goodwyn, Fara D. ^{[1
]}

Boles, Margot M. ^{[1
]}

Hong, Ee Rea ^{[1
]}

Rispoli, Mandy J. ^{[1
]}

Lund, Emily M. ^{[2
]}

Kite, Elizabeth ^{[1
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

[2] Utah State Univ, Logan, UT 84322 USA

来源：

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION | 2013年 / 29卷 / 03期

关键词：

Picture Exchange Communication System (PECS); Practitioner training; Requesting; Communication; Autism; EXCHANGE COMMUNICATION-SYSTEM; ALTERNATIVE COMMUNICATION; YOUNG-CHILDREN; SPEECH PRODUCTION; TEACHERS; AAC; PRESCHOOLERS; INDIVIDUALS; SKILLS;

D O I：

10.3109/07434618.2013.818058

中图分类号：

R36 [病理学]; R76 [耳鼻咽喉科学];

学科分类号：

100104 ; 100213 ;

摘要：

There is a growing research literature on the potential benefits of augmentative and alternative communication (AAC) for individuals with autism; however few studies have investigated implementation of AAC within real-life contexts. Thus, the purpose of this study was to investigate the impact of training for practitioners in implementation of aided AAC, and to examine implementation of Picture Exchange Communication System (PECS) in real-life contexts. In particular, this study involved the implementation of instructional coaching to increase opportunities offered by behavioral therapists for their preschool-aged clients to use PECS to make requests. Results indicated increases in therapist implementation of AAC and client use of AAC in trained contexts, with limited generalization to untrained contexts.

引用

页码：210 / 221

页数：12

共 47 条

[1] Patterns of growth in verbal abilities among children with autism spectrum disorder [J].