父母实施的AAC动词符号干预与ASD儿童
Cindy Gevarter1, Erin Gallegos1
1Department of Speech and Hearing Sciences, The University of New Mexico, Albuquerque, USA.
Augmentative and alternative communication (Baltimore, Md. : 1985)
|October 17, 2024
概括
经过辅导使用AAC策略的家长帮助自闭症谱系障碍 (ASD) 的孩子增加了请求行动的动词符号使用. 观察到个性化的学习率,仅限于对标签行为进行概括.
科学领域:
- 增强型和替代型通信 (AAC)
- 发展心理学 发展心理学
- 自闭症谱系障碍 (ASD) 研究研究
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童经常面临沟通挑战.
- 通过AAC应用程序使用动词符号可以支持动作请求.
- 父母介导的干预对于ASD的技能获取至关重要.
研究的目的:
- 调查ASD的幼儿是否可以在AAC应用程序上学习使用动词符号来请求行动.
- 评估家长指导在促进AC使用要求行动方面的有效性.
- 检查学习率和技能概括的个体差异.
主要方法:
- 采用了跨参与者的多探针设计.
- 研究人员指导培训了家长在特定的AAC实施策略.
- 干预涉及将机会嵌入,建模,提示和强化在家庭例程中.
主要成果:
- 三位参与者都增加了他们使用动词符号来请求行动.
- 父母在实施干预程序时表现出高度忠诚.
- 在获取速度,响应可变性和技能进步方面注意到了个体差异.
结论:
- 家长实施的AAC干预措施可以有效地增加患有自闭症的幼儿的行动请求.
- 由于学习轨迹的变化,需要量身定制的支持.
- 从请求到标签行动的概括需要进一步调查.
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