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Results for “Communication Methods, Total”

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At least 73 records · Page 4Linked to original sources
PubMed1990

Naturalistic observations of spontaneous communication in autistic children.

Thirty children with autism were observed during their everyday school activities in order to examine patterns of spontaneous communication. The forms, functions, and targets of their communication were recorded by trained observers. The prototypical communicative event consisted of a child directing a motoric form of communication toward the teacher to request something or to attract attention to himself or herself. However, communication patterns were found to vary as a function of the child's cognitive level and severity of autism. Deficits in joint attention functions were observed, and were most striking in the subgroup of children who did not use speech. Results are discussed with reference to Wetherby's (1986) model for the development of communicative functions in autistic children.

Adolescent↗
PubMed1983

A comparison of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy.

The effectiveness of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy was investigated. The subject received training in all three methods by three teachers on each of 18 days. The order of methods and teachers was counterbalanced daily. The study incorporated a 27-word vocabulary composed of nouns, adjectives (colors), and verbs. The dependent variable was the number of correct responses during three daily sets of 20 assessment trials. Results suggest nonsignificant differences among the three methods. A secondary purpose was to investigate systematically the concomitant increases in subject-initiated interactions and eye contact accompanying the language training. The subject was observed during 10-min rest periods following each of the three daily language sessions; the occurrence of behaviors during timed intervals served as the dependent variables. Significant increases for subject-initiated interactions involving physical contact were observed.

Autistic Disorder↗
PubMed1985

Deaf children's revision behaviors in conversations.

This study was designed to investigate school-age deaf children's responses to a listener's indication of communication breakdown and to determine if the deaf children's responses were related to their syntactic or semantic abilities and/or typical mode of communication. Subjects were 14 deaf children between the ages of 5 yr, 10 mo and 8 yr, 11 mo. Approximately once every 3 min during a 60-min conversation, the experimenter said, and simultaneously signed, "What?" The child's responses to the "What?" probe were classified as Revision, Repetition, and No Response. Revisions were categorized into eight subcategories involving changes in sentence constituents and supraconstituents. Revisions were the most frequent responses when communication broke down. Most of the children's revisions involved changes in sentence constituents. The frequency of revisions, repetitions, and no responses was related to the children's level of syntactic production.

Child↗
PubMed1991

Nasalance measurements in hearing-impaired children.

Nasalance measurements were recorded utilizing a Nasometer 6200 instrument and speech samples were obtained from 18 hearing-impaired children with ages ranging from 3.8 to 11.7 years. Three conditions were used: speech without amplification (unaided), speech with amplification (aided), and speech with FM amplification. Percent nasalance in each speech condition was compared according to the degree of hearing loss and the age of the subject. No significant difference was found when (1) comparisons were made between younger and older groups in all three conditions and when (2) comparisons were made according to the severity of hearing loss across the three conditions.

Animals↗
PubMed1994

Facilitated communication: a response by child protection.

Using a new technology called facilitated communication, a 7-year-old autistic child reported that she had been sexually abused. Because this method of reporting was the first of its kind at Hennepin County's (Minneapolis) Child Protection Agency, steps were taken not only to understand facilitated communication, but also to assess the reliability of the child's report. This article includes a description of the client's complaint, the subsequent referral process that it provoked, and a background description of the client and family situation. It also describes the client's method of communication, including the assessment procedure that was devised to examine her communication production. The article ends with a summary of results from implementation of the assessment procedures, and a discussion of the limitations of these procedures. What is evident is that facilitated communication cannot be ignored.

Adolescent↗
PubMed1996

An assessment approach to abuse allegations made through facilitated communication.

Over the last few years a number of cases have been reported in which accusations of sexual abuse have been made through the medium of facilitated communication. Although experimental evaluations of facilitated communication indicate that responses are almost always under the control of the facilitator, not the client, such allegations cannot be ignored. The following case study describes the procedures followed when a young girl with autism began to make accusations of abuse against family members. The paper suggests a number of guidelines that might be followed when professionals are faced with dilemmas of a similar kind.

Adolescent↗
PubMed1995

Hearing impaired families: the social ecology of hearing loss.

The services available to parents of children with hearing losses, and the options concerning the modes of communication and the educational programs for their children, have significant effects on family relations and the family's understanding of hearing impairment and deafness. This is particularly true in rural areas of British Columbia, Canada, where the range of programs is limited. This paper examines the programs available, parents' understandings of their options, the decisions they make, and the impact on the family of the selection and availability of programs.

Adult↗
PubMedDate not supplied

Establishing the manding function of communicative gestures with individuals with severe/profound mental retardation.

Procedures for teaching communicative gestures to individuals with mental retardation are focused mostly on establishing requesting or manding. It is often taken for granted that when a student has been taught to make a request, that he or she is indeed manding. Five students with severe/profound mental retardation accepted referents, regardless of whether the referents matched the gestures they made. Apparently, their responding could not be defined as manding. A correction procedure, including interruption, physical guidance, verbal instruction, and repetition, was then applied and increased the individuals' correct rejecting of unmatching referents. Data were collected within a multiple baseline design across individuals. It is suggested that assessing student's response when the trainer or teacher delivers items that do not match the referent of a prior request is a necessary part of each training program.

Adolescent↗
PubMedDate not supplied

Evaluating facilitated communications of people with developmental disabilities.

A quasi-experimental message-passing procedure was used to assess the validity of the facilitated communication (FC) by people with autism and mental retardation or with mental retardation. The 23 participants were classified as having intellectual skills within the range of severe to profound mental retardation. Message-passing consisted of showing and verbally labeling a picture of a familiar object with the facilitator absent, and subsequent facilitation to generate a label or description of the object. Three-trial blocks were conducted with each participant on two different days. Blocks were conducted in the participants' normal FC setting, with their facilitators of choice, and no special apparatus was used. No participant was able to accurately label or describe the object shown to them with facilitation. Possible reasons for findings set forth by proponents of FC and findings from the emerging quantitative literature on FC are considered.

Adult↗
PubMedDate not supplied

Voice onset time in speech produced by inexperienced signers during simultaneous communication.

This study investigated sentence duration and voice onset time (VOT) of plosive consonants in words produced during simultaneous communication (SC) by inexperienced signers. Stimulus words embedded in a sentence were produced with speech only and produced with SC by 12 inexperienced sign language users during the first and last weeks of an introductory sign language course. Results indicated significant differences between the speech and SC conditions in sentence duration and VOT of initial plosives at both the beginning and the end of the class. Voiced/voiceless VOT contrasts were enhanced in SC but followed English voicing rules and varied appropriately with place of articulation. These results are consistent with previous findings regarding the influence of rate changes on the temporal fine structure of speech (Miller, 1987) and were similar to the voicing contrast results reported for clear speech by Picheny, Durlach, and Braida (1986) and for experienced signers using SC by Schiavetti, Whitehead, Metz, Whitehead, and Mignerey (1996).

Adult↗
PubMed1999

Communication methodologies: options for families.

When parents are told their child has a hearing loss they not only have to cope with the loss, they must also decide which communication and educational option is best for them. The purpose of this article is to discuss the different communication modalities available for hearing-impaired children. Whether parents choose auditory/oral, sign language, or cued speech they must be committed to the chosen modality. It is important that families are presented with all the communication options available in an unbiased manner. Parents need to research each option carefully and decide which is best, not only for the child, but also for the entire family.

Child, Preschool↗