最少到最多提示程序对使用辅助和替代沟通方式的自闭症谱系障碍儿童多符号信息产生的影响
Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication.
作者信息
Finke Erinn H, Davis Jennifer M, Benedict Morgan, Goga Lauren, Kelly Jennifer, Palumbo Lauren, Peart Tanika, Waters Samantha
机构信息
Department of Communication Sciences and Disorders, Pennsylvania State University, University Park.
出版信息
Am J Speech Lang Pathol. 2017 Feb 1;26(1):81-98. doi: 10.1044/2016_AJSLP-14-0187.
PURPOSE
In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity.
METHOD
In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance.
RESULTS
All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.
CONCLUSIONS
The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC.
目的
在本研究中，我们调查了一种从最少到最多（LTM）提示程序（奥尔特和格里芬，2013年；麦克达夫、克兰茨和麦克拉纳汉，2001年；奈策尔和沃勒里，2009年）在故事书阅读活动中，对增加使用辅助和替代沟通（AAC）的自闭症谱系障碍（ASD）学龄儿童多符号信息的有效性。
方法
在该研究中，我们对6名使用AAC系统进行沟通的8至12岁ASD儿童采用了跨参与者的单受试者多探针研究设计（卡兹丁，1982年）。本调查有4个阶段：（a）基线，（b）干预，（c）泛化，以及（d）维持。
结果
几乎在引入LTM提示程序后，所有参与者的多符号信息产生都立即出现了积极增长。
结论
该调查结果为LTM提示程序对使用AAC的ASD学龄儿童教授多符号信息使用的有效性提供了重要信息。
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