‘Look at me when I am talking to you’

Tierney, Cheryl D.; Kurtz, Marie; Panchik, Ann; Pitterle, Kathleen

doi:10.1097/mop.0000000000000075

Cited by 8 publications

(5 citation statements)

References 24 publications

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“…En la misma línea, (Pelphrey et al, 2014) indican que la evaluación de las competencias generales del desarrollo de la persona con TEA y epilepsia resulta fundamental para la aplicación de un SAAC. En este sentido se debe llevar a cabo una evaluación de su comunicación, del funcionamiento ejecutivo, de la sensorialidad, del sueño, de la alimentación, del apartado social y adaptativo del paciente con estas características (Tierney et al, 2014).…”

Section: Figura 1 Variables Relevantes En La Evaluación Para Implemen...unclassified

“…Los niños con un nivel cognitivo más avanzado pueden ser capaces de utilizar sistemas más complejos, como dispositivos de comunicación con símbolos o aplicaciones de comunicación en tabletas (Tierney et al, 2014). Sin embargo, los niños con un nivel cognitivo más limitado pueden necesitar sistemas más simples y directos, como tarjetas de comunicación o tableros de comunicación visual (Sharma y Rangarajan, 2019).…”

Section: Intervención De La Comunicación En La Persona Con Tea Y Epil...unclassified

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Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

Cano-Villagrasa,

Moya-Faz,

Porcar-Gozalbo

et al. 2023

Areté

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El incremento de la prevalencia de los perfiles clínicos de personas con TEA y epilepsia en la etapa infantil ha aumentado en los últimos años, describiendo una problemática en su evaluación e intervención en las competencias lingüísticas. Esta población muestra graves alteraciones en el lenguaje expresivo que abarcan diferentes dimensiones de este como la fonología, la semántica, la morfosintaxis, la pragmática y la comprensión auditiva. Todo ello hace que estos usuarios muestren alteraciones significativas en su comunicación y expresión del lenguaje, lo que dificulta significativamente su autonomía y calidad de vida. Por ello, según la literatura científica, uno de los planes de intervención más efectivo que disponemos en la actualidad es el uso de los Sistemas Aumentativos y/o Alternativos de Comunicación (SAAC), los cuales han demostrado en esta población que permiten aumentar su capacidad comunicativa y resolver situaciones lingüísticas con éxito. Es por lo que los profesionales de la salud deben tener un plan de evaluación e intervención adecuado que permita solventar las necesidades comunicativas de las personas con TEA y epilepsia en la etapa infantil. Por ende, este trabajo tuvo el objetivo de reflexionar y proporcionar una revisión de la atención de la población infantil con TEA y epilepsia a través del uso de los SAACs. Para ello, se llevó a cabo una revisión narrativa de la literatura científica publicada hasta el momento, con la lectura de 51 artículos de investigación sobre la atención de la población infantil con TEA y epilepsia. Los resultados indicaron que el protocolo de evaluación para su implementación debe seguir una serie de pasos como son: Recogida de información, Valoración de la persona, Valoración del entorno cercano, Selección del vocabulario, Selección de los reforzadores, Análisis de los sistemas de comunicación, Toma de decisiones y Evaluación de la efectividad del sistema de comunicación. Asimismo, el uso de SAACs en este colectivo mejora de forma significativa la comunicación funcional en diferentes contextos y entornos. En conclusión, se debe llevar a cabo una atención multidisciplinar para mejorar las competencias lingüísticas de las personas con TEA y epilepsia.

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Section: Figura 1 Variables Relevantes En La Evaluación Para Implemen...unclassified

Section: Intervención De La Comunicación En La Persona Con Tea Y Epil...unclassified

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

Cano-Villagrasa,

Moya-Faz,

Porcar-Gozalbo

et al. 2023

Areté

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“…Similarly we can mention that intervention in terms of developing communication competence strategies in ASD primarily use AAC, any mostly visually presented picture as pictograms, PECS etc. The research findings proved that such AAC-based strategies using visual picture-based communication during speech therapy have even moderate positive effect on functional and social communication but must be individualised and multimodal [31].…”

Section: Advances In Speech-language Pathology 364mentioning

confidence: 99%

The Role of Speech and Language Therapist in Autism Spectrum Disorders Intervention – An Inclusive Approach

Vitásková¹,

Kytnarová²

2017

Advances in Speech-Language Pathology

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The chapter describes the possibilities of involving a speech-language therapist in the assessment of the pragmatic level of communication in autism spectrum disorders (ASD), where one of the most frequently impaired areas is communication pragmatics. These difficulties lead to a disruption of social interaction, which might be one of the obstacles to speech-language intervention in these children. The text is based on an originally developed testing material aimed at selected pragmatic-oriented communication situations relating to everyday activities and real life. Based on a comparison of domestic and international resources in this area, as well as mediated and own empirical experience, our assessment approach is based on the conclusion that pragmatics can be understood in different contexts and perspectives. The text presents the results of a partial survey comparing the performance of children with ASD and children with typical development. The assessment focused on the children's election of the correct picture of a pair of pictures that represent usual communication and social situations. The results of the research suggest fewer incorrect responses in children with ASD and in different areas compared with children with typical development. However, the results of a qualitative analysis indicate a necessity to expand the assessment of communication pragmatics by adding an individually specific qualitative analysis of children's performance.

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“…Figurative language refers to all language components that cannot be interpreted literally, all of which are key elements in social communication (Vulchanova et al, 2015). Indeed, individuals with pragmatics deficits report fewer satisfying friendships and relationships, and a higher sense of loneliness when compared to typically developing peers (Tierney et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Initial Validation for the Assessment of Pragmatic Abilities and Cognitive Substrates (APACS) Hebrew Battery in Adolescents and Young Adults With Typical Development

Fussman

Mashal

2022

Front. Commun.

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Currently there is no validated battery to assess pragmatic abilities in Hebrew. The use of such battery has great importance, as it may provide norms to the assessment of impaired pragmatic skills across several populations, such as ASD, schizophrenia, specific learning disorders and intellectual disabilities. In order to validate the battery, the Assessment of Pragmatic Abilities and Cognitive Substrates (APACS) was translated to Hebrew. The APACS battery was previously validated and found high reliability and validity for ages 19–89 years. The battery includes six tasks, focusing on two main domains: pragmatic production and pragmatic comprehension. The assessment of pragmatic production will be conducted by the use of interview and description tasks, whereas pragmatic comprehension will be assessed by narratives, two figurative language, and humor tasks. The translated battery, APACS-Heb is currently the most comprehensive and the first validated battery for pragmatic tests in Hebrew. Forty Hebrew-speaking adolescents ages 16–20 participated in the study. All participants performed screening tests assessing vocabulary, Theory of Mind and social responsiveness. In addition, the validity and test-retest reliability of APACS-Heb were assessed. Furthermore, the effect of vocabulary, Theory of Mind and social responsiveness on performance was evaluated. High internal consistency, content validity and test-retest reliability was found for most APACS-Heb tasks and all composite scores. Furthermore, an effect of age and gender was found for most tasks with females outperformed males. In addition, a contribution of Theory of Mind to pragmatic production, pragmatic comprehension and APACS total scores was found. Lastly, a factor analysis revealed two factors, in which the first factor correlates with most tasks, and the second factor correlates only to humor. The results thus suggest that humor is a separate skill among the other pragmatic skills. In conclusion, normative data was collected for the APACS-Heb battery, and it was found that it is a valid and reliable measure of pragmatic skills. Since APACS is a comprehensive battery assessing the various aspects of figurative language, it can identify the specific deficits in figurative language and therefore may pinpoint the appropriate intervention program for each individual.

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‘Look at me when I am talking to you’

Abstract: Social pragmatic interventions when individualized are effective for improving language, adaptive behavior and social skills.

Cited by 8 publications

References 24 publications

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

The Role of Speech and Language Therapist in Autism Spectrum Disorders Intervention – An Inclusive Approach

Initial Validation for the Assessment of Pragmatic Abilities and Cognitive Substrates (APACS) Hebrew Battery in Adolescents and Young Adults With Typical Development

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