Analysis of methods for teaching communication skills to students with autism.
Written in 2004; 5,373 words; 54 sources; APA; $ 132.95
Paper Summary:
This paper provides an analysis of two different types of functional communications systems designed to teach communication skills to students with autism. The two functional communication plans analyzed are the Picture Exchange Communications System (PECS) and Facilitated Communications.
From the Paper:
"One chief aspect of children with autism is tangential or delayed speech and language credentials (Charlop and Haymes, 1994). Attitudinal intrusions like discrete trial procedures (Lovaas, 1987), incidental teaching (Hart & Risley, 1980), delay procedures (Charlop, Schreibman, & Thibodeau, 1985; Halle, Marshall & Spradlin, 1979), and pivotal response training (Koegel, Koegel & Schreibman, 1991) have been applied to boost speech, but more than half of children with autism still stay devoid of speech (Charlop & Haymes 1994). Other intrusions have been enhanced to hold in a focal point viable communication plans for children who do not evolve speech."
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