Current Trends in Augmentative and Alternative Communication Intervention for Minimally Verbal Autistic Children

Conteúdo do artigo principal

Oliver Wendt

Downloads

Não há dados estatísticos.

Detalhes do artigo

Como Citar
Wendt, O. (2023). Current Trends in Augmentative and Alternative Communication Intervention for Minimally Verbal Autistic Children. Revista Psicologia: Teoria E Prática, 26(1), ePTPIC16624. https://doi.org/10.5935/1980-6906/ePTPIC16624.en
Seção
Editorial

Referências

Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication, 33(3), 149-159. doi:10.1080/07434618.2017.1338752

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. doi.org/10.1176/appi.books.9780890425596

Beukelman, D. R., & Light, J. C. (2020). Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs (5th Ed.). Baltimore: Paul H. Brookes.

Brosnan, M., Parsons, S., Good, J., & Yuill, N. (2016). How can participatory design inform the design and development of innovative technologies for autistic communities? Journal of Assistive Technologies, 10(2), 115–120. doi.org/10.1108/jat-12-2015-0033

Chae, S., & Wendt, O. (2012). The effects of matrix strategy intervention on improving word combination skills in preschool children with intellectual disabilities. Evidence-based Practice Briefs, 6, 57-65.

Fietzer, A. W., & Chin, S. (2017). The impact of digital media on executive planning and performance in children, adolescents, and emerging adults. In F. C. Blumberg & P. J. Brooks (Eds.), Cognitive development in digital contexts (pp. 167–180). Academic Press. doi.org/10.1016/B978-0-12-809481-5.00008-0

Goossens’, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5,14-26. doi.org/10.1080/07434618912331274926

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of nonverbal and minimally verbal in research for autism: A systematic review of the literature. Journal of Autism and Developmental Disorders, 50(8), 2957–2972. doi.org/10.1007/s10803-020-04402-w

Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Document/229

McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29(2), 107–116. https://doi.org/10.3109/07434618.2013.784930

Mirenda, P. (2009). Introduction to AAC for individuals with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism Spectrum Disorders and AAC (pp. 3-22). Baltimore: Paul H. Brookes.

Nelson, N. W. (1993). Childhood language disorders in context: Infancy through adolescence. New York: MacMillan.

Ratusnik, C. M., & Ratusnik, D. L. (1974). A comprehensive communication approach for a ten year-old nonverbal autistic child. American Journal of Orthopsychiatry, 44(3), 396–403. doi.org/10.1111/j.1939-0025.1974.tb00892.x

Reichow, B. (2010). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-Based Practices and Treatments for Children with Autism (pp. 25–39). Boston: Springer US.

Schlosser, R. W., & Koul, R. K. (2015). Speech output technologies in interventions for individuals with autism spectrum disorders: A scoping review. Augmentative and Alternative Communication, 31(4), 285–309. doi.org/10.3109/07434618.2015.1063689

Simeone, P. J., Schlosser, R. W., Frampton, S. E., Shane, H. C., & Wendt, O. (2023). Miniature linguistic systems for individuals with autism spectrum disorder: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 66(5), 1802-1825. doi: 10.1044/2023_JSLHR-22-00353

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6, 468–478. doi.org/10.1002/aur.1329

Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism spectrum disorder: what do we know? Annual Review of Clinical Psychology, 6, 447-468. doi.org/10.1146/annurev.clinpsy.121208.131151

Waddington, H., Sigafoos, J., Lancioni, G. E., Oreilly, M. F., Meer, L. V. D., Carnett, A., … Marschik, P. B. (2014). Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device. International Journal of Developmental Neuroscience, 39, 59–67. doi.org/10.1016/j.ijdevneu.2014.05.001

Wendt, O. (2023). Mobile technology in augmentative and alternative communication. In N. Hall, J. Juengling-Sudkamp, M. L. Gutmann, & E.R. Cohn (Eds.), Fundamentals of AAC: A Case-Based Approach to Enhancing Communication (pp. 39-50). San Diego: Plural Press.

Wendt, O., Yip, J., & Zentner, M. (2016). Generating behavioral and neurophysiological evidence for mobile technologies in augmentative and alternative communication. Journal of Intellectual Disability Research, 60, 761. doi.org/10.1111/jir.12305

Wendt, O., Hsu, N., Simon, K., Dienhart, A., & Cain, L. (2019a). Effects of an iPad-based speech-generating device infused into instruction with the Picture Exchange Communication System (PECS) for adolescents and young adults with severe autism. Behavior Modification: Special Issue on Communicative Interventions, 43, 898-932. doi.org/10.1177/0145445519870552

Wendt, O., Bishop, G., & Thakar, A. (2019b). Design and evaluation of mobile applications for augmentative and alternative communication in minimally-verbal learners with severe autism. In M. Antona & C. Stephanidis (Eds.), Universal Access in Human-Computer Interaction. Multimodality and Assistive Environments. [Lecture Notes in Computer Science: Human-Computer Interaction, Vol. 11573](pp. 193-205). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-23563-5_17

Wendt, O., Allen, N. E., Ejde, O. Z., Nees, S. C., Philips, M. N., & Lopez, D. (2020). Optimized user experience design for augmentative and alternative communication via mobile technology: Using gamification to enhance access and learning for users with severe autism. In C. Stephanidis, M. Antona, Q. Gao, & J. Zhou (Eds.), HCI International 2020 – Late Breaking Papers: Universal Access and Inclusive Design. [Lecture Notes in Computer Science: Human-Computer Interaction, Vol. 12426](pp. 412-428). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-60149-2_32