School of Educational Psychology, Victoria University of Wellington, New Zealand.
Augment Altern Commun. 2013 Sep;29(3):222-34. doi: 10.3109/07434618.2013.815801. Epub 2013 Jul 24.
The present study involved comparing the acquisition of multi-step requesting and social communication across three AAC options: manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Preference for each option was also assessed. The participants were two children with autism spectrum disorders (ASD) who had previously been taught to use each option to request preferred items. Intervention was implemented in an alternating-treatments design. During baseline, participants demonstrated low levels of correct communicative responding. With intervention, both participants learned the target responses (two- and three-step requesting responses, greetings, answering questions, and social etiquette responses) to varying levels of proficiency with each communication option. One participant demonstrated a preference for using the SGD and the other preferred PE. The importance of examining preferences for using one AAC option over others is discussed.
本研究比较了三种辅助沟通方式（手动手语、图片交换、言语生成设备）在多步骤请求和社交沟通方面的习得情况：手动手语（MS）、图片交换（PE）和言语生成设备（SGD）。同时也评估了对每种选项的偏好。参与者为两名自闭症谱系障碍（ASD）儿童，他们之前已接受过使用每种选项来请求喜好物品的教学。采用交替治疗设计进行干预。在基线阶段，参与者表现出较低水平的正确沟通反应。通过干预，两名参与者都以不同的熟练程度学习了目标反应（两步和三步请求反应、问候语、回答问题和社交礼仪反应），每种沟通选项都有学习。其中一名参与者表现出对使用 SGD 的偏好，而另一名参与者则更喜欢使用 PE。讨论了检查对使用一种辅助沟通选项而不是其他选项的偏好的重要性。
