By Jennifer B. Ganz
Just as autism is a continuum of issues, it's linked to a extensive diversity of neurodevelopmental, social, and verbal exchange deficits. for people with autism spectrum issues (ASD), augmentative and replacement conversation (AAC) has an enormous effect on their day-by-day lives, frequently lowering the incidence of difficult behaviors.
Aided Augmentative communique for people with Autism Spectrum Disorders is a pragmatic advisor to the sphere, supplying readers a superior grounding in ASD, similar complicated communique wishes (CCN), and AAC, particularly visible and computer-based applied sciences. universal interventions and instruments in AAC are reviewed—not simply how they paintings, yet why they work—to relief practitioners in selecting these such a lot fitted to person consumers or scholars. concerns in review for aided AAC and debates touching on its usability around out the assurance. Readers come away with a deeper knowing of the centrality of verbal exchange for consumers with ASD and the numerous probabilities for intervention.
Key parts of assurance include:
- AAC and evaluate of individuals with ASD and CCN.
- Interdisciplinary matters and collaboration in overview and treatment.
- AAC intervention mediated by means of usual verbal exchange partners.
- Functional conversation education with AAC.
- The controversy surrounding facilitated communication.
- Sign language as opposed to AAC.
Aided Augmentative verbal exchange for people with Autism Spectrum Disorders is a vital source for clinicians/practitioners, researchers, and graduate scholars in such fields as baby and college psychology, speech pathology, language schooling, developmental psychology, habit remedy, and academic technology.
Read Online or Download Aided Augmentative Communication for Individuals with Autism Spectrum Disorders PDF
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Additional resources for Aided Augmentative Communication for Individuals with Autism Spectrum Disorders
Journal of Developmental and Physical Disabilities, 22, 179–196. 1007/ s10882-009-9176-2. Ganz, J. , Hong, E. , & Goodwyn, F. D. (2013). Effectiveness of the PECS phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, 973–983. 003. Ganz, J. , Hong, E. R, Goodwyn, F. , & Gilliland, W. (in press-a). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation.
The picture exchange communication system (PECS): What do the data say? Focus on Autism and Other Developmental Disabilities, 24, 89–103. 1177/1088357609332743. 30 2 Aided Augmentative and Alternative Communication: An Overview van der Meer, L. A. , & Rispoli, M. (2010). Communication interventions involving speechgenerating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13, 294–306. 3109/17518421003671494. , O’Reilly, M. , & Lancioni, G. E. (2011).
Now, mobile devices are lightweight and can be used during various activities, including while seated at a table, but also while walking, riding in a car, or playing (Sennott and Bowker 2009). Further, dynamic mobile devices that make sound may be more appealing to many individuals with ASD than flat picture exchange systems (Ganz et al. 2013), leading to less abandonment of the system. Further, the speech output provides a consistent verbal model than low-tech AAC, increasing the opportunities for people with ASD to associate the spoken work with concrete concepts.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders by Jennifer B. Ganz