Ganz Jennifer B, Lashley Erin, Rispoli Mandy Jenkins
Educational Psychology, Texas A&M University, College Station, TX 77845, USA.
Dev Neurorehabil. 2010;13(6):399-407. doi: 10.3109/17518423.2010.508298. Epub 2010 Oct 31.
Providing a detailed description of two participants who failed to acquire functional communication skills following a verbal modelling intervention and Picture Exchange Communication System (PECS) training.
Single-case research; Independent verbal requests, imitated verbal requests, word approximations and independent picture requests were assessed in a toddler and a pre-schooler with autism before and during two interventions.
Although both participants used some vocalizations over the course of the study, experimental control was not demonstrated and the participants did not acquire a functional communication system prior to the cessation of intervention.
Future research should include additional, detailed reports that provide insight to why some children with autism do not respond to particular communication interventions and should investigate the pairing of particular child characteristics with targeted interventions.
详细描述两名在言语示范干预和图片交换沟通系统（PECS）训练后未能获得功能性沟通技能的参与者。
单案例研究；在两次干预之前和期间，对一名患有自闭症的幼儿和一名学龄前儿童进行独立言语请求、模仿言语请求、单词近似和独立图片请求的评估。
尽管两名参与者在研究过程中都使用了一些发声，但未显示出实验控制，且参与者在干预停止前未获得功能性沟通系统。
未来的研究应包括更多详细报告，以深入了解为什么一些自闭症儿童对特定的沟通干预没有反应，并应研究特定儿童特征与针对性干预措施的匹配情况。
