Communication Intervention to Teach Requesting Through Aided AAC for Two Learners With Rett Syndrome.
Communication Intervention to Teach Requesting Through Aided AAC for Two Learners With Rett Syndrome.
复制标题
通过辅助 AAC 为两名患有雷特综合症的学习者进行交流干预教学请求。
DOI：
10.1007/s10882-015-9423-7
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发表时间：
2016
影响因子：
1.8
通讯作者：
McComas,JenniferJ
中科院分区：
文献类型：
--
作者：
Simacek,Jessica;Reichle,Joe;McComas,JenniferJ
需要对Rett综合征患者进行有效沟通干预的证据，以推动该人群的护理标准。本研究探讨了干预包的有效性，教多个，辅助沟通请求的两个人与雷特综合征（年龄27岁和7岁）通过参与者，适应多个基线设计的项目/活动。参与者在语音生成设备上学习图形模式请求，访问方法基于运动能力;一名参与者通过按下触摸屏进行响应，一名参与者通过固定的眼睛凝视进行响应。结果进行了讨论的干预包的有效性，增加独立的请求选择响应的准确性发出和所需的会话数量达到一个优先级标准的参与者。在最初的提示和提示褪色与眼睛注视反应的困难被认为是。研究结果表明，新出现的证据的干预方法，教请求技能，这一人群的影响，和未来的研究方向的沟通干预方案的人有严重的沟通障碍和有限的运动剧目。
Evidence on effective communication interventions for persons with Rett syndrome is needed to drive the standard of care with this population. This study examined the effectiveness of an intervention package to teach multiple, aided communication requests for two persons with Rett syndrome (ages 27 and 7) through within participant, adapted multiple baseline designs across items/activities. Participants were taught graphic mode requests on speech generating devices, with access methods based on motor ability; one participant responded by pressing a touch screen, and one participant responded by fixed eye-gaze. Results are discussed in relation to the effectiveness of the intervention packages on increasing the accuracy of independent request selection responses emitted and the number of sessions required to reach ana prioriperformance criterion for both participants. Difficulties during initial prompting and during prompt fading with the eye-gaze response are considered. The findings suggest implications related to emerging evidence on the intervention methods to teach requesting skills to this population, and future research directions for communication intervention options for persons with severe communication impairment and limited motor repertoires.