Conditional Use of Aided and Unaided AAC
Conditional Use of Aided and Unaided AAC
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有条件地使用辅助和非辅助 AAC
DOI：
10.1177/108835760101600303
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发表时间：
2001
影响因子：
2
通讯作者：
E. Drasgow
中科院分区：
文献类型：
--
作者：
J. Sigafoos;E. Drasgow
患有自闭症和其他发育障碍的人通常有严重的沟通障碍，因此是辅助和替代沟通（AAC）的候选人。对于这些人来说，在一系列情况、环境和沟通伙伴中成功沟通可能取决于他们的AAC类型或模式。辅助AAC模式在某些情况下可能更有效，而非辅助模式在其他情况下可能更有效。这种情况表明，有必要开发多种模式的AAC的有条件的使用，并教导个人何时使用每种模式。在这篇文章中，我们研究多模态AAC的各个方面，并回顾了开发有条件使用辅助和独立AAC的教学策略。其次是一个案例研究，涉及一个发育障碍的青少年男孩谁收购有条件使用的辅助和无辅助AAC的基础上存在或不存在的辅助设备。结果表明，在干预过程中仔细编程可能会促进有条件地使用多种模式的AAC。
Individuals with autism and other developmental disabilities often have severe communication impairment and are therefore candidates for augmentative and alternative communication (AAC). For these individuals, successful communication across a range of situations, settings, and communicative partners may depend on their type or mode of AAC. An aided AAC mode may be more effective under some circumstances, whereas an unaided mode may be more effective under other circumstances. This situation suggests the need to develop conditional use of multiple modes of AAC and to teach individuals when to use each mode. In this article we examine aspects of multimodal AAC and review instructional strategies for developing conditional use of aided and unaided AAC. This is followed by a case study involving an adolescent boy with developmental disability who acquired conditional use of aided and unaided AAC based on the presence or absence of an aided device. Results suggest that careful programming during intervention may promote conditional use of multiple modes of AAC.