Aided Augmentative Communication for Individuals with Autism by Jennifer B. Ganz

By Jennifer B. Ganz

Just as autism is a continuum of issues, it really is linked to a wide variety of neurodevelopmental, social, and communique deficits. for people with autism spectrum issues (ASD), augmentative and substitute verbal exchange (AAC) has an enormous impression on their day-by-day lives, usually decreasing the incidence of tough behaviors.

Aided Augmentative communique for people with Autism Spectrum Disorders is a pragmatic advisor to the sector, supplying readers an exceptional grounding in ASD, comparable advanced conversation wishes (CCN), and AAC, specifically visible and computer-based applied sciences. regularly occurring interventions and instruments in AAC are reviewed—not simply how they paintings, yet why they work—to relief practitioners in determining these such a lot fitted to person consumers or scholars. concerns in review for aided AAC and debates pertaining to its usability around out the insurance. Readers come away with a deeper knowing of the centrality of conversation for consumers with ASD and the various percentages for intervention.

Key components of assurance include:

  • AAC and evaluate of individuals with ASD and CCN.
  • Interdisciplinary concerns and collaboration in evaluate and treatment.
  • AAC intervention mediated via ordinary verbal exchange partners.
  • Functional verbal exchange education with AAC.
  • The controversy surrounding facilitated communication.
  • Sign language as opposed to AAC.

Aided Augmentative communique for people with Autism Spectrum Disorders is a necessary source for clinicians/practitioners, researchers, and graduate scholars in such fields as baby and college psychology, speech pathology, language schooling, developmental psychology, habit treatment, and academic technology.

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Extra resources for Aided Augmentative Communication for Individuals with Autism Spectrum Disorders

Example text

Further, assessments and trials may determine whether or not the person with CCN has ready access to AAC in all necessary contexts (Light 1997). Relatedly, assessments should include a means for determining the preferences of family members of and individuals with CCN for particular AAC modes (Calculator and Black 2009). Chapter 4 provides more insight into collaboration with family members and individuals with ASD and CCN to determine preferences and the impact of AAC on their daily lives. Assessment of Students with ASD Who Use AAC Tools for Selection of Specific AAC Modes There are limited formal evaluation tools designed specifically for the purpose of assessing issues related to symbol selection for AAC.

2009). Further, individuals with whom the person with ASD and CCN communicates frequently, or communicative partners, should be interviewed or should participate in meetings to provide information regarding the individual’s history, daily and natural communication needs, and preferences (Binger et al. 2012). The Protocol for Culturally Inclusive Assessment of AAC (Huer 1997) may be used to gather information, via parent interview, related to cultural issues related to communication and attitude toward AAC.

In particular, interventions incorporating functional behavior assessment had stronger effects on challenging behavior than those that did not. Further, AAC was more effective on challenging behaviors in younger children than older individuals, although far fewer studies were conducted with adults than children. Other reviews have been conducted, but should be considered with caution because their chosen metric, percent of non-overlapping data (PND; Scruggs et al. 1986), is limited in that PND values cannot be aggregated into overall effect sizes (Subramanian and Wendt 2010) or because they only provide summaries of the literature without an aggregating metric that meets current standards.

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