ERIC Number: EJ906274
Record Type: Journal
Publication Date: 2010-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-1647
EISSN: N/A
Enabling a Prelinguistic Communicator with Autism to Use Picture Card as a Strategy for Repairing Listener Misunderstandings: A Case Study
Ohtake, Yoshihisa; Wehmeyer, Michael; Uchida, Naomi; Nakaya, Akitaka; Yanagihara, Masafumi
Education and Training in Autism and Developmental Disabilities, v45 n3 p410-421 Sep 2010
The purpose of this case study was to examine the effects of a time-delay prompting procedure on the acquisition of skills for repairing multiple listener misunderstandings. A prelinguistic student with autism was taught to use picture cards as a strategy to repair listener misunderstandings in a setting where the student had to ask the listener to pick up a pen to paint a TV logo that was one of his preoccupations. The listener intentionally provided the student a pen with non-preferred attributions (brand, color, or size) to provide the student opportunities to repair the communication breakdown. The type and number of attributions misunderstood by the listener in a communication episode changed as the student met the predetermined criterion. Results of a changing-criterion design demonstrated that the intervention was effective in enabling the student to use picture cards in a way that took into consideration which attributions the listener misunderstood. (Contains 3 figures.)
Descriptors: Autism, Disabilities, Communication (Thought Transfer), Interpersonal Communication, Communication Skills, Augmentative and Alternative Communication, Visual Stimuli, Nonverbal Communication, Males, Preadolescents, Outcomes of Treatment, Intervention, Communication Problems
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A