The Effects of Text-based AAC Intervention on Letter-phoneme and Word Recognition for Children with Autism Spectrum Disorder

被引：0

作者：

You, Young Sin ^{[1
]}

Yeon, Seok Jeong ^{[2
]}

Lee, Youngsun ^{[3
]}

机构：

[1] Inha Univ, Dept Educ, Incheon, South Korea

[2] Inha Univ, Grad Sch Educ, 100 Inha Ro, Incheon 22212, South Korea

[3] Ewha Womans Univ, Dept Special Educ, Seoul, South Korea

来源：

COMMUNICATION SCIENCES AND DISORDERS-CSD | 2022年 / 27卷 / 01期

基金：

新加坡国家研究基金会;

关键词：

Augmentative and alternative communication; Letter-phoneme recognition; Word recognition; Autism spectrum disorder; READING-COMPREHENSION; INSTRUCTION; LANGUAGE; INDIVIDUALS; COMMUNICATION; SKILLS;

D O I：

10.12963/csd.21867

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：

Objectives:This study investigated the effect of text-based AAC intervention for children with autism spectrum disorder. Methods: In this study, text-based AAC intervention was conducted on 3 children with autism spectrum disorder aged 6 years and older who had limited verbal skills by applying a multiple probe baseline design across participants. Letter-phoneme and word recognition ability in the baseline, intervention, and maintenance phases were examined. Results:The result of this study showed that text-based AAC intervention had a positive effect on improving the letter-phoneme and word recognition ability of children with autism spectrum disorder. Conclusion: Text-based AAC intervention using various visual symbols had a positive effect on improving the early literacy skills of children with autism spectrum disorder. This study is meaningful in that it examines the possibility of expanding from graphic symbols to text symbols through the use of the text-based AAC intervention even though verbal skills are limited.

引用

页码：86 / 106

页数：21

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