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Showing all 9 results Save | Export
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Sarah Ivy; Mary Frances Hanline; Audrey Robbins – Young Exceptional Children, 2024
The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…
Descriptors: Young Children, Multiple Disabilities, Severe Disabilities, Augmentative and Alternative Communication
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Huist, Andrea E.; McCarthy, John W.; Boster, Jamie B.; Benigno, Joann P. – Communication Disorders Quarterly, 2020
Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages…
Descriptors: Young Children, Augmentative and Alternative Communication, Video Technology, Visual Stimuli
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Shillingsburg, M. Alice; Marya, Videsha; Bartlett, Brittany L.; Thompson, Taylor M. – Journal of Applied Behavior Analysis, 2019
Approximately 30% of individuals diagnosed with autism spectrum disorder (ASD) fail to develop vocal communication and, therefore, use some form of augmentative or alternative communication system. The current study replicates and extends previous research on teaching "Who?" and "Which?" mands for information to 3 young…
Descriptors: Naming, Speech Communication, Autism, Pervasive Developmental Disorders
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Schaefer Whitby, Peggy J.; Kucharczyk, Suzanne; Lorah, Elizabeth – Journal of Visual Impairment & Blindness, 2019
This practice report presents the study of a young girl named Laura, with ASD and visual impairment who was taught basic requesting skills through an adapted augmentative and alternative communication (AAC) system, which is an evidence-based practice for addressing communication with children who have ASD but has limited research efficacy for…
Descriptors: Visual Impairments, Autism, Pervasive Developmental Disorders, Augmentative and Alternative Communication
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Rabideau, Lindsey K.; Stanton-Chapman, Tina L.; Brown, Tiara S. – Young Exceptional Children, 2018
The most researched and effective practice for instructing children with Autism Spectrum Disorder (ASD) is applied behavior analysis (ABA; Baer, Wolf, & Risley, 1968; Reichow, 2012; Smith & Eikeseth, 2011; Virués-Ortega, 2010). ABA is a scientific approach to systematic instruction, data collection, and data analysis based on observable…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Behavior Modification
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Simpson, Lisa A.; Oh, Kevin – TEACHING Exceptional Children, 2013
Assistive technology enables young children with disabilities to more effectively access their environment, facilitating the development of social-emotional, communicative, and cognitive skills. Research indicates that when service providers make decisions about assistive technology, they are more likely to choose low-tech options over high-tech…
Descriptors: Assistive Technology, Books, Teaching Methods, Group Instruction
Boesch, Miriam Chacon – ProQuest LLC, 2011
The purpose of this comparative efficacy study was to investigate the Picture Exchange Communication System (PECS) and a speech-generating device (SGD) in developing requesting skills, social-communicative behavior, and speech for three elementary-age children with severe autism and little to no functional speech. Requesting was selected as the…
Descriptors: Nonverbal Communication, Augmentative and Alternative Communication, Autism, Teaching Methods
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Schepis, Maureen M.; Reid, Dennis H.; Behrmann, Michael M.; Sutton, Kelly A. – Journal of Applied Behavior Analysis, 1998
A study evaluated the effects of a voice output communication aid (VOCA) and naturalistic teaching procedures on the communicative interactions of four children (ages 3-5) with autism. Children showed increases in communicative interactions using VOCAs. There was no apparent reductive effect of VOCA use on other communicative behaviors. (Author/CR)
Descriptors: Augmentative and Alternative Communication, Autism, Communication Aids (for Disabled), Communication Skills
Elliott, Alison, Ed. – Every Child, 2000
This document is comprised of the four 2000 issues of a periodical published by the Australian Early Childhood Association focusing on the needs of children from birth to 8 years and on issues related to child care and early childhood education in Australia. Each issue features articles focusing on a particular theme along with editorials and…
Descriptors: Adult Child Relationship, At Risk Persons, Augmentative and Alternative Communication, Brain