فعالية برنامج تدريبي في تنمية مهارات التواصل اللفظي لدى الأطفال ذوي اضطراب التوحد = Effectiveness of a Training Program on Enhancing Verbal Communication Skills in Children with Autism

2015 ◽  
pp. 311-331
Author(s):  
عادل عبد الله محمد ◽  
سميرة أبو الحسن عبد السلام ◽  
هدى فتحي حسانين راجح
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Children With Autism ◽  
Verbal Communication

scholarly journals AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN

2021 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Weny Anita Febriantini ◽  
Rahima Fitriati ◽  
Lulud Oktaviani
Keyword(s):  
Social Interaction ◽  
Communication Skills ◽  
Developmental Disorder ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Verbal Communication ◽  
Autistic Children ◽  
Restricted And Repetitive Behavior

Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.  Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communication. Thus, this study attempted to investigate the process of using both kinds of communication in teaching children with autism since children are easier to be threated than adults. To make the distinct result, the participants were from different level of autism. Then, based on the observation and interview, the findings showed that the verbal and non-verbal communication used by the therapist in teaching the autistic children can enhance their social interaction and communication skills.

Teaching Auxiliary Communication Skills to Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 107-124 ◽  
Author(s):  
John Nietupski ◽  
Susan Hamre-Nietupski
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Systems ◽  
Verbal Communication ◽  
Communication Training ◽  
Auxiliary System ◽  
Communication Aids ◽  
Severely Handicapped ◽  
Communication Programs ◽  
Special Factors

The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.

scholarly journals Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

2021 ◽  
Vol 52 (1) ◽  
pp. 165-180 ◽  
Author(s):  
Sally Clendon ◽  
Jessica Paynter ◽  
Sue Walker ◽  
Rachael Bowen ◽  
Marleen F. Westerveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Literacy Assessment ◽  
Children With Asd ◽  
Increased Risk

Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.

Measuring Change in the Communication Skills of Children With Autism Spectrum Disorder Using the Communication Complexity Scale

2020 ◽  
Vol 125 (6) ◽  
pp. 481-492
Author(s):  
Nancy C. Brady ◽  
Rebecca E. Swinburne Romine ◽  
Alison Holbrook ◽  
Kandace K. Fleming ◽  
Connie Kasari
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Communication Skills ◽  
Behavioral Intervention ◽  
Communication Complexity ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder

Abstract Changes in minimal verbal communication by children with autism spectrum disorder (ASD) were measured with the Communication Complexity Scale (CCS) and other communication assessments. The CCS measures complexity of preverbal and beginning verbal communication used to communicate behavior regulation and joint attention. The purpose was to investigate if the CCS was responsive to changes associated with a behavioral intervention aimed at improving communication skills. Changes were detected with CCS scores, rates of initiating joint attention, and the Mullen Scales of Early Learning (MSEL) Expressive Language subscale. Significant changes in CCS scores were also detected for a subgroup of participants who did not show significant changes on the MSEL Expressive Language subscale, demonstrating that CCS scores are sensitive to changes associated with a behavioral intervention.

scholarly journals How to use the Advantages of AR and VR Technique to Integrate Special Visual Training Strategies in Non-Verbal Communication Skills Training for Children with Autism

2020 ◽  
Author(s):  
I-Jui Lee
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Visual Presentation ◽  
Verbal Communication ◽  
Autistic Children ◽  
Visual Training ◽  
Training Strategy ◽  
Interactive Games ◽  
The Social

Social communication is the basis of human interaction, as people transmit messages, their emotions, and some symbolic social content through oral or non-verbal communication. However, it is difficult for most children with autism to master, or understand, these non-verbal social communication skills. In recent years, Augmented Reality (AR) and Virtual Reality (VR) technology (A/VR technology) have been widely used in the social training of children with autism. This technology creates many learning states that are difficult to achieve in the traditional social training of autism, and they are mainly achieved through the sensory advantages of A/VR technology in the visual presentation and simulation of surreal state situations. This technology can provide more attractive interactive games and play strategies to help autistic children learn social reciprocity skills. Therefore, this paper discusses how A/VR technology can be used to construct a surreal visual training strategy in the non-verbal social training of autistic children and, by using different teaching strategies and visual training applications, to help them to improve their mastery of non-verbal social communication. Based on the findings, future researchers are offered some suggestions and references for the application of A/VR technology in the social training of autism.

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