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Simultaneous referent recognition-pr...

Saraydarian, Karen Ann.

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Simultaneous referent recognition-production training for nonverbal children with autism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Simultaneous referent recognition-production training for nonverbal children with autism./
作者:	Saraydarian, Karen Ann.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	224 p.
附註:	Source: Dissertations Abstracts International, Volume: 56-09, Section: B.
Contained By:	Dissertations Abstracts International56-09B.
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9511069

Simultaneous referent recognition-production training for nonverbal children with autism.
Saraydarian, Karen Ann.

Simultaneous referent recognition-production training for nonverbal children with autism. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 224 p.

Source: Dissertations Abstracts International, Volume: 56-09, Section: B.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994.

This item must not be sold to any third party vendors.

Impaired development of oral language and nonverbal communication is characteristic of many children with autism, and has warranted the employment of language training procedures, to facilitate the acquisition of oral language and/or alternative means of communication. The purpose of this study was to investigate whether referent recognition and production abilities of nonverbal children with autism would improve following exposure to a training program in which object referents were systematically modeled in the form of simultaneous communication, in comparison to matched untrained subjects. Retention of recognition and production of trained items by subjects was assessed a short period following training. The study consisted of ten trained and ten untrained subjects who were matched via pretest measures and subject selection criteria, which included a diagnosis of autism, a chronological age of five to seven years, and severely delayed referent recognition and production abilities. Trained subjects were systematically exposed to models of simultaneous communication for ten trained referents, over the course of ten sessions. The training portion of each session was followed by a probe, during which recognition and production of items trained were assessed. Following the training period, a posttest was administered to both the trained and untrained group, to assess the likely effects of training. Approximately one week after training, a follow-up posttest was administered, to assess retention of recognition and production of trained items by trained subjects. The results of this study indicated that the referent recognition abilities of all trained subjects, and the production abilities of most trained subjects, improved significantly from pretest to posttest. Trained subjects produced referents predominantly or exclusively in the signed form during training and at posttests. Retention of recognition and, to a lesser degree, production, was evidenced a period following training. A negligible improvement in recognition, and no increase in production of referents, was evidenced by untrained subjects from pretest to posttest. The findings of this study indicate that the acquisition of language by mute or nonverbal children with autism appears contingent on exposure to a controlled language training program. Other implications of the findings and suggestions for future research are discussed.Subjects--Topical Terms:

520446
Speech therapy.

Simultaneous referent recognition-production training for nonverbal children with autism.
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500 $a Source: Dissertations Abstracts International, Volume: 56-09, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Rigrodsky, Seymour.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Impaired development of oral language and nonverbal communication is characteristic of many children with autism, and has warranted the employment of language training procedures, to facilitate the acquisition of oral language and/or alternative means of communication. The purpose of this study was to investigate whether referent recognition and production abilities of nonverbal children with autism would improve following exposure to a training program in which object referents were systematically modeled in the form of simultaneous communication, in comparison to matched untrained subjects. Retention of recognition and production of trained items by subjects was assessed a short period following training. The study consisted of ten trained and ten untrained subjects who were matched via pretest measures and subject selection criteria, which included a diagnosis of autism, a chronological age of five to seven years, and severely delayed referent recognition and production abilities. Trained subjects were systematically exposed to models of simultaneous communication for ten trained referents, over the course of ten sessions. The training portion of each session was followed by a probe, during which recognition and production of items trained were assessed. Following the training period, a posttest was administered to both the trained and untrained group, to assess the likely effects of training. Approximately one week after training, a follow-up posttest was administered, to assess retention of recognition and production of trained items by trained subjects. The results of this study indicated that the referent recognition abilities of all trained subjects, and the production abilities of most trained subjects, improved significantly from pretest to posttest. Trained subjects produced referents predominantly or exclusively in the signed form during training and at posttests. Retention of recognition and, to a lesser degree, production, was evidenced a period following training. A negligible improvement in recognition, and no increase in production of referents, was evidenced by untrained subjects from pretest to posttest. The findings of this study indicate that the acquisition of language by mute or nonverbal children with autism appears contingent on exposure to a controlled language training program. Other implications of the findings and suggestions for future research are discussed.
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