学习文本与图片符号 AAC表示对自闭症谱的幼儿的比较
Lauramarie Pope1, Janice Light2
1Department of Speech, Language, and Hearing Sciences, Auburn University, Auburn, AL, USA.
Augmentative and alternative communication (Baltimore, Md. : 1985)
|February 16, 2025
概括
这项研究比较了自闭症谱系障碍 (ASD) 的儿童的图片符号和文字,使用了增强型和替代性通信 (AAC). 结果显示了多样化的学习,突出了对个性化AAC符号系统的需求.
科学领域:
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
- 辅助技术 辅助技术 辅助技术
背景情况:
- 患有自闭症频谱的儿童经常使用图片符号的增强和替代通信 (AAC).
- 关于不同符号类型,如图片与文本,在自闭症儿童的AAC中相对有效性的研究有限.
- 个人评估对于选择适当的AAC符号表示至关重要.
研究的目的:
- 为了比较图片符号与AAC中文本表示的学习效果,用于患有自闭症谱系障碍 (ASD) 和最小语言的幼儿.
- 评估ASD儿童对新型AAC符号的准确识别和功能性使用.
- 在AAC系统中调查符号学习的个体差异.
主要方法:
- 采用单个病例适应的交替治疗实验设计.
- 专注于自闭症谱系的幼儿,语言最小化.
- 比较了获取新型的AAC符号作为图片符号与文本.
主要成果:
- 两个参与者成功地获得了图片符号和文本表示.
- 四名参与者经历了学习任何符号类型的困难.
- 参与者的表现差异很大,这表明学习需求多样化.
结论:
- 图片符号与文本的有效性在患有自闭症的儿童之间有所不同.
- 替代符号表示 (例如数字照片) 或布局 (例如视觉场景显示) 可能更适合一些儿童.
- 根据个人的优势和需求,对AAC系统的个性化,包括符号选择,是必不可少的.
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