学校专业人员对自闭症语音和增强型和替代性沟通决策的知识
Alyssa Hillary Zisk1, Brandon Eddy2, Amy L Donaldson2
1AAC Research Team, AssistiveWare, Amsterdam, The Netherlands.
Seminars in speech and language
|December 16, 2024
概括
学校专业人员需要为自闭症学生提供更多关于增强和替代沟通 (AAC) 的培训. 了解各种沟通方法可以改善那些可能从AAC.中受益的人的访问.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 自闭症成年人面临的沟通障碍是由于语音优先级.
- 增强型和替代性沟通 (AAC) 为自闭症患者提供了至关重要的支持.
- 关于自闭症AAC的现有专业知识需要进一步调查.
研究的目的:
- 评估学校专业人员对AAC和自闭症的理解和实践.
- 分析调查参与者对"自闭症语言"的定义.
- 识别培训和知识的差距,以支持使用AAC.自闭症学生的知识.
主要方法:
- 一个35个问题的在线调查是由一个参与式研究小组开发和管理的,包括使用AAC的自闭症成年人.
- 567名学校专业人员完成了调查.
- 对有关语音定义和AAC实践的调查答案进行了主题和定量分析.
主要成果:
- 对"自闭症语言"定义的分析揭示了以语音机制,沟通功能,缺陷和排斥概念为中心的主题.
- 专业人士的定义往往排除了非语音沟通方式.
- 定量发现表明需要更大的专业接触到自闭症儿童的内部语言状态.
结论:
- 提高学校专业人员对自闭症和AAC的知识对于改善沟通获取至关重要.
- 培训应涵盖口语以外的各种沟通形式.
- 增加对AAC的理解可以使自闭症学生受益,这些学生是口头的,但可能仍然需要AAC支持.
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