By Jennifer B. Ganz
Just as autism is a continuum of problems, it's linked to a extensive diversity of neurodevelopmental, social, and communique deficits. for people with autism spectrum issues (ASD), augmentative and replacement verbal exchange (AAC) has an enormous influence on their day-by-day lives, usually decreasing the prevalence of hard behaviors.
Aided Augmentative conversation for people with Autism Spectrum Disorders is a pragmatic consultant to the sphere, delivering readers a superior grounding in ASD, similar complicated verbal exchange wishes (CCN), and AAC, particularly visible and computer-based applied sciences. known interventions and instruments in AAC are reviewed—not simply how they paintings, yet why they work—to reduction practitioners in determining these such a lot suited for person consumers or scholars. concerns in assessment for aided AAC and debates bearing on its usability around out the assurance. Readers come away with a deeper realizing of the centrality of communique for consumers with ASD and the numerous probabilities for intervention.
Key components of assurance include:
- AAC and review of individuals with ASD and CCN.
- Interdisciplinary matters and collaboration in evaluation and treatment.
- AAC intervention mediated through typical conversation 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 faculty psychology, speech pathology, language schooling, developmental psychology, habit treatment, and academic technology.
Read Online or Download Aided Augmentative Communication for Individuals with Autism Spectrum Disorders PDF
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Additional info for Aided Augmentative Communication for Individuals with Autism Spectrum Disorders
Modifications on their recommendations follow. One, communication skills should be selected related to their importance to the student; that is, those that are most needed for the student to communicate effectively in their typical settings should be prioritized. Two, skills should be selected that will prioritize the student’s preferences. Three, skills should be selected that will enable the student to have more independence and choice-making opportunities, such as modifying the actions of others toward them, though this should be sensitive to the family’s cultural values related to independence, dependence, and interdependence.
The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature. Developmental Neurorehabilitation, 13, 276–293. Romski, M. , & Sevcik, R. A. (1997). Augmentative and alternative communication for children with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 3, 363–368. Schepis, M. , Reid, D. , Behrmann, M. , & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching.
Further, because aided AAC systems are inherently visual in nature, they may be particularly suited to people with ASD many of whom have strengths in interpreting information provided visually, reducing abstract thinking requirements inherent in less iconic language systems, such as verbal and sign language systems (Ganz et al. 2012; Heflin and Alaimo 2007; Mirenda 2001). Evaluation is necessary to determine whether or not to implement aided AAC and to determine goals; however, assessment of individuals who do not communicate in traditional manners is complicated by the fact that many direct assessment tools require examinees to provide verbal responses (Lund et al.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders by Jennifer B. Ganz
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