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Precision Teaching and Augmentative Communication |
Monday, May 28, 2007 |
1:30 PM–2:50 PM |
Elizabeth H |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Alison L. Moors (Fabrizio/Moors Consulting) |
CE Instructor: Kelly J. Ferris, M.A. |
Abstract: Four papers on augmentative communication device and autism will be presented. Paper topics include: Modifying Existing Curricula for Use with Augmentative Communication Devices; Producing Generative Language on Augmentative Communication Devices using Precision Teaching: Quasi-Experimental Designs; Pre-Skills to support Augmentative Communication Devices; Modifying the Layout of an Augmentative Communication Device to Measure the Affects on a Child with Autisms Vocabulary Acquisition and Spontaneous Device Use |
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Modifying Existing Curricula for Use with Augmentative Communication Devices. |
KELLY J. FERRIS (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
Abstract: Direct Instruction curricula are rich with learning opportunities for students with and without autism who are speakers. Within these curricular sequences, the high frequency of student responding and high rate of teacher feedback serve an effective teaching arrangement. However, students who use alternative means to communicate can also benefit from this type of instruction. This paper will illustrate successful modifications for the use of Direct Instruction curricula with students with autism who are not speakers but communicate with augmentative communication devices. Data on a Standard Celeration Chart will be presented showing students’ progress through different curricular sequences. |
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Producing Generative Language on Augmentative Communication Devices Using Precision Teaching: Quasi-Experimental Designs. |
HOLLY ALMON (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Kristin Wilkinson Smith (Fabrizio/Moors Consulting) |
Abstract: This presentation will highlight several examples of using precision teaching to teach language skills to children with autism who use augmentative communication devices which in turn fosters generative language. Beyond simple requesting, there are many skills that must be taught systematically in order for children with autism to become fluent device users. Data on a Standard Celeration Chart will illustrate the environmental arrangements used to evoke spontaneous speech, the tracking of spontaneous speech, and utilization of curricular sequences and data systems to best capture spontaneous language use. |
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Pre-Skills to Support Augmentative Communication Devices. |
ALISON L. MOORS (Fabrizio/Moors Consulting) |
Abstract: This presentation will describe a systematic programming approach for teaching the necessary pre-skills that child with autism need in order to become successful candidates for augmentative communication devices. Data will be presented on a Standard Celeration Chart illustrating common skill sequences and the description of component skills necessary to navigate dynamic display voice output devices. Actual student data and video clips will be included. |
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Modifying the Layout of an Augmentative Communication Device to Measure the Affects on a Child with Autism’s Vocabulary Acquisition and Spontaneous Device Use. |
AMY KING (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
Abstract: This presentation will discuss device modifications and the affect on a student’s generative language, exploration and spontaneous use of his augmentative communication device. Data will be presented on a Standard Celeration Chart showing students’ progress through different instructional sequences. |
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