Εμφάνιση 1 - 5 στα 95 αποτελέσματα.
Hill, D., Flores, M., & Kearley, R. (2014). Maximizing ESY services: Teaching pre-service teachers to assess communication skills and implement picture exchange with students with autism spectrum disorder and developmental disabilities.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37, 241-254.
Abstract: The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Show Less...
Hill, D. & Flores, M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for communication of students with autism spectrum disorder and developmental delay

TechTrends, 58, 45-53.
Abstract: Both picture exchange, a low-tech picture based communication system, and technology based interventions, such as the iPad™ with communication application, are emerging treatments for students with autism spectrum disorder (ASD), according to the National Autism Center (2009). Show Less...
Agius, M. & Vance, M. (2015). A comparison of PECS and iPad to teach requesting to pre-schoolers with autistic spectrum disorders.

Augmentative and Alternative Communication, Nov 20, 1-11.
Abstract: Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. Show Less...
Suchowierska, M., Rupinska, M. & Bondy, A. (2013). Picture Exchange Communication System (PECS): A short “tutorial” for doctors.

Postępy Nauk Medycznych, t. XXVI, nr 1. 95‐92.
Abstract: Summary: One area of persistent difficulties for children with autism is communication, with about 25% of individuals with autism not developing spoken language at all. In light of this information, it is of paramount importance to have means of teaching those individuals how to pass to others information about their needs and wants in a socially appropriate and easily understood manner. Show Less...
McCleery, J., Elliott, N., Sampanis, D. & Stefanidou, C. (2013). Motor development and motor resonance difficulties in autism: relevance to early intervention for language and communication skills.

Frontiers in Integrative Neuroscience, 7,1‐20.
Abstract: Research suggests that a sub‐set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor‐related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social‐communicative and language development in this population. Show Less...