The Use of Written Language as a Communication System for an Autistic Child

1972 ◽  
Vol 37 (2) ◽  
pp. 258-261 ◽  
Author(s):  
Nancy R. Marshall ◽  
Jack Hegrenes

Recent clinical practice has resulted in the development of a procedure to facilitate nonverbal language acquisition in an autistic child. Failure of therapeutic procedures to elicit verbal expressive skills led the clinicians to pursue an alternative communication system, written functional communication. A patterned language program was initiated to (1) develop a beginning functional vocabulary with word cards; (2) determine the correct semantic and syntactical sequencing of the word cards; and (3) transfer the concepts learned with the word cards to written communication. Patterned written language seems to be an effective means of developing a secondary communication system for certain types of nonverbal children.

2021 ◽  
Vol 71 (2) ◽  
pp. 23-39
Author(s):  
O.A. Popova ◽  
N.M. Filina

This article describes the positive effect of teaching the PECS (Picture exchange communication system) alternative communication system on vocal speech acquisition in children with autism spectrum disorders (ASD). Materials from an empirical study of three children with ASD and other mental disorders aged 2—4 years are presented. Measurements were made of the number of communication initiatives in children, in the form of requests using PECS pictures for three months. As a result of teaching communication using the PECS system, two out of three children had vocalization responses, in the form of words and phrasal speech. All three children demonstrated a decrease in the number of challenging behavior episodes as they learned functional communication. It was found out that learning to ask with the help of PECS has a positive effect on the vocalizations in children with autism and other mental disorders. Children trained to communicate using the PECS alternative communication system demonstrate less challenging behavior, acquire functional communication skills, which, in general, improves the quality of life of the child’s family


2019 ◽  
Vol 28 (3) ◽  
pp. 1000-1009
Author(s):  
Allison Bean ◽  
Lindsey Paden Cargill ◽  
Samantha Lyle

Purpose Nearly 50% of school-based speech-language pathologists (SLPs) provide services to school-age children who use augmentative and alternative communication (AAC). However, many SLPs report having insufficient knowledge in the area of AAC implementation. The objective of this tutorial is to provide clinicians with a framework for supporting 1 area of AAC implementation: vocabulary selection for preliterate children who use AAC. Method This tutorial focuses on 4 variables that clinicians should consider when selecting vocabulary: (a) contexts/environments where the vocabulary can be used, (b) time span during which the vocabulary will be relevant, (c) whether the vocabulary can elicit and maintain interactions with other people, and (d) whether the vocabulary will facilitate developmentally appropriate grammatical structures. This tutorial focuses on the role that these variables play in language development in verbal children with typical development, verbal children with language impairment, and nonverbal children who use AAC. Results Use of the 4 variables highlighted above may help practicing SLPs select vocabulary that will best facilitate language acquisition in preliterate children who use AAC.


2014 ◽  
Vol 23 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Mary Ann Abbott ◽  
Debby McBride

The purpose of this article is to outline a decision-making process and highlight which portions of the augmentative and alternative communication (AAC) evaluation process deserve special attention when deciding which features are required for a communication system in order to provide optimal benefit for the user. The clinician then will be able to use a feature-match approach as part of the decision-making process to determine whether mobile technology or a dedicated device is the best choice for communication. The term mobile technology will be used to describe off-the-shelf, commercially available, tablet-style devices like an iPhone®, iPod Touch®, iPad®, and Android® or Windows® tablet.


Virittäjä ◽  
2020 ◽  
Vol 124 (1) ◽  
Author(s):  
Mikko Laasanen

Artikkeli käsittelee saussurelaista kielikäsitystä kohtaan esitettyä kritiikkiä. Artikkelin tavoitteena on puolustaa saussurelaista kielikäsitystä ja esittää Saussure moni-puolisempana ajattelijana kuin mitä Kurssin vahvasti strukturalisesta luennasta voisi päätellä. Artikkelissa tarkastellaan käsitystä kielestä järjestelmänä (Saussuren langue), kontekstivapaata merkitystä, kirjoitetun kielen vääristymää (written language bias), Roy Harrisin kielimyyttiä sekä kielen dynaamisuutta. Artikkelissa esitetään, että langue on sekä metodologinen että ontologinen käsite, joka viittaa sekä kielen järjestäytymättömiin sääntöihin että kielitieteilijän niistä luomaan järjestelmään. Kontekstivapaan merkityksen osalta korostetaan sitä, että jonkinlainen merkityksen pysyvyys on välttämätön osa kieltä kommunikaatiojärjestelmänä. Artikkelissa argumentoidaan kirjoitetun kielen vääristymän vahvaa muotoa vastaan, jonka mukaan esimerkiksi puheen analysoiminen diskreeteiksi yksiköiksi johtuu kirjoitetun kielen vaikutuksesta. Harrisin kielimyytin osalta esitetään, että kyse ei ole Saussuren näkemyksistä vaan Harrisin tulkinnoista. Artikkelissa esitetään myös, että dynaamisuus ei ole yhteensopimaton käsite saussurelaisen kielikäsityksen kanssa.   On the critique of the Saussurean concept of language: some perspectives and counter-arguments The article deals with the critique of the Saussurean concept of language. The purpose of the article is to defend the Saussurean concept of language and to present Saussure as a more versatile thinker than may be assumed from a purely structuralist reading of Course. The article discusses the concept of language as a system (Saussure’s langue), the notion of context-free meaning, the so-called written-language bias, Roy Harris’ language myth, and the notion of dynamicity in language in relation to the Saussurean concept of language. The article begins by arguing that langue is both a methodological and an ontological concept that refers both to the unorganised rules of language and to the system of language rules as organised by the linguist. Second, the author asserts that some kind of permanence of meaning is essential to the concept of language as a communication system. Third, an argument is presented against the strong form of written-language bias, according to which, for instance, the analysis and reduction of continuous speech into discrete units is based on the model of written language. Fourth, the author posits that the language myth, developed by Harris, is not based on Saussure’s views but on Harris’ interpretation of Saussure’s views. The article ends with the contention that the notion of dynamicity is not incompatible with the Saussurean concept of language.


2021 ◽  
Vol 2113 (1) ◽  
pp. 012032
Author(s):  
Zihe Wang ◽  
Boyu Si ◽  
Jingwen Wang

Abstract In clinical practice, augmentative and alternative communication (AAC) is an effective training tool to improve the communication skills of individuals with language impairment, hearing impairment, and autism. However, there are few studies on the development of augmentative communication systems based on Mandarin Chinese in China. This study presents an augmentative communication system developed using the MATLAB GUI platform. The system consists of two parts: a learning part and a communication part, where the learning part provides the basis of the vocabulary content for the system, covering 5558 words, and its content is mainly a word list designed based on the content of special school language textbooks. The communication part provides the system with a complete discourse training content, mainly by arranging and combining the vocabulary content of the learning part to form a complete discourse. This aided communication system can expand the vocabulary of people with language expression disorders and improve their social communication skills. In addition, the effectiveness of the system was tested in a single-subject experiment, and the results showed that the augmentative communication system is effective in learning pronunciation, expanding vocabulary, and improving the social communication.


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