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

By Jennifer B. Ganz

Just as autism is a continuum of issues, it's linked to a extensive diversity of neurodevelopmental, social, and conversation deficits. for people with autism spectrum issues (ASD), augmentative and substitute conversation (AAC) has a huge influence on their day-by-day lives, usually decreasing the incidence of not easy behaviors.

Aided Augmentative verbal exchange for people with Autism Spectrum Disorders is a pragmatic advisor to the sphere, providing readers a fantastic grounding in ASD, similar complicated verbal exchange wishes (CCN), and AAC, specially visible and computer-based applied sciences. primary 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. matters in evaluate for aided AAC and debates bearing on its usability around out the insurance. Readers come away with a deeper realizing of the centrality of verbal exchange for consumers with ASD and the various probabilities for intervention.

Key parts of insurance include:

  • AAC and evaluate of individuals with ASD and CCN.
  • Interdisciplinary matters and collaboration in overview and treatment.
  • AAC intervention mediated by means of ordinary communique partners.
  • Functional verbal exchange 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.

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

Sample text

018 Hart, S. , & Banda, D. R. (2010). Picture exchange communication system with individuals with developmental disabilities: A meta-analysis of single subject studies. Remedial and Special Education, 31, 476–488. 1177/0741932509338354. Kagohara, D. , O’Reilly, M. , Lancioni, G. , Davis, T. , … Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147–156. , & Cohen, D. (2002).

Contributions of principles of visual cognitive science to AAC system display design. Augmentative and Alternative Communication, 20, 123–136. Wilkinson, K. , & Light, J. (2011). Preliminary investigation of visual attention to human figures in photographs: Potential considerations for the design of aided AAC visual scene displays. Journal of Speech, Language, and Hearing Research, 54, 1644–1657. 1044/1092-4388(2011/10-0098). Wilkinson, K. , & McIlvane, W. J. (2013). Perceptual factors influence visual search for meaningful symbols in individuals with intellectual disabilities and Down syndrome or autism spectrum disorders.

2013). SGDs, also sometimes called voice-output communication aids (VOCAs), have been used as AAC for several decades. Because they have natural-speech or synthesized speech output, it provides a means for the individual with CCN to get the attention of the listener and can be understood easily (Romski and Sevcik 1997; Schepis et al. 1998). These devices are electronic and range in sophistication from single buttons with recorded voice messages to small computers that allow the user and caregivers to program and add vocabulary.

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