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Direct linkElizabeth R. Lorah; Christine Holyfield; Jessica Miller; Brenna Griffen; Cody Lindbloom – Journal of Developmental and Physical Disabilities, 2022
As 30% of individuals with autism spectrum disorder (ASD) demonstrate difficulties with vocal output, augmentative and alternative communication (AAC) intervention can provide a means for those persons to have the ability to communicate with others. To determine the most effective mode of AAC for individuals with ASD, practitioners must have…
Descriptors: Autism Spectrum Disorders, Augmentative and Alternative Communication, Intervention, Handheld Devices
Elizabeth R. Lorah; Christine Holyfield; Brenna Griffen; Nicolette Caldwell – Review Journal of Autism and Developmental Disorders, 2024
For individuals with autism spectrum disorder (ASD) who have limited to no vocal speech abilities, mobile augmentative and alternative communication (AAC) technology provides opportunities for communication with those around them. Interventionists can incorporate evidence-based practices into AAC instruction to heighten the efficacy of its…
Descriptors: Autism Spectrum Disorders, Evidence Based Practice, Intervention, Augmentative and Alternative Communication
Becky Crowe; Wendy Machalicek; Qi Wei; Christine Drew; Jay Ganz – Journal of Developmental and Physical Disabilities, 2022
Establishing evidence- and research-based practices relies upon research synthesis of individual studies in reviews and meta analyses. Further summarizing scientific evidence about a specific topic by synthesizing reviews is an area of need to determine practices that have a strong evidence base and to identify areas of methodological weakness and…
Descriptors: Augmentative and Alternative Communication, Intellectual Disability, Developmental Disabilities, Children
Lund, Shelley K.; Keis, Emily; SanFelippo, Kaitlin – EBP Briefs (Evidence-based Practice Briefs), 2020
Clinical Question: Do children with complex communication needs show greater improvement in requesting behaviors with the Picture Exchange Communication System® (PECS®) versus a speech-generating device (SGD)? Method: Systematic Review. Sources: Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information…
Descriptors: Augmentative and Alternative Communication, Pictorial Stimuli, Speech Communication, Communication Skills
Andzik, Natalie R.; Cannella-Malone, Helen I.; Sigafoos, Jeff – Research and Practice for Persons with Severe Disabilities, 2016
Although functional communication training (FCT) is an effective intervention for increasing appropriate forms of communicative behaviors and decreasing inappropriate forms of communication (i.e., challenging behavior) in students with disabilities, its effectiveness might depend to some extent on the expertise of the interventionist. The purpose…
Descriptors: Functional Behavioral Assessment, Communication Skills, Intervention, Intellectual Disability
Barton, Erin E.; Pustejovsky, James E.; Maggin, Daniel M.; Reichow, Brian – Remedial and Special Education, 2017
The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National…
Descriptors: Intervention, Pervasive Developmental Disorders, Autism, Meta Analysis
Ellawadi, Allison Bean – EBP Briefs (Evidence-based Practice Briefs), 2013
Clinical Question: Would a minimally verbal toddler with an autism spectrum disorder (ASD) benefit more from implementation of the Picture Exchange Communication System® (PECS®) or Pivotal Response Treatment® (PRT®) to increase communication initiations of his wants/needs? Method: Literature review of evidence-based practice (EBP) Intervention…
Descriptors: Autism, Pervasive Developmental Disorders, Pictorial Stimuli, Augmentative and Alternative Communication
Download full textSteinbrenner, Jessica R.; Hume, Kara; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N. – FPG Child Development Institute, 2020
Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The purpose of this report is to describe a set of…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Children
