Spontaneity of augmentative and alternative communication in persons with intellectual disabilities: critical review

Carter, Mark; Hotchkis, Greg; Cassar, Mary C.

doi:10.1080/07434619612331277548

Cited by 10 publications

(6 citation statements)

References 38 publications

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“…Deficits in communicative spontaneity in people with intellectual disabilities have been noted previously (e.g., Carter 2003a;Carter and Hotchkis 2002;Carter et al 1996;Reichle 1997;Reichle and Sigafoos 1991;Sigafoos and Reichle 1993). While the often cited claim that a majority of children with autism have concomitant intellectual disability has been questioned (Edelson 2006), there is no doubt that many children with autism do have intellectual deficits.…”

Section: Incidence Of Intellectual Disabilitymentioning

confidence: 89%

Spontaneity of Communication in Individuals with Autism

Chiang

Carter

2007

J Autism Dev Disord

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This article provides an examination of issues related to spontaneity of communication in children with autism. Deficits relating to spontaneity or initiation are frequently reported in individuals with autism, particularly in relation to communication and social behavior. Nevertheless, spontaneity is not necessarily clearly conceptualized or measured. Several approaches to conceptualization of communicative spontaneity are examined with a particular focus on the continuum model and how it might be practically applied. A range of possible explanations for deficits in spontaneity of communication in children with autism is subsequently explored, including external factors (highly structured teaching programs, failure to systematically instruct for spontaneity) and intrinsic characteristics (intellectual disability, stimulus overselectivity, weak central coherence). Possible implications for future research are presented.

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Section: Incidence Of Intellectual Disabilitymentioning

confidence: 89%

Spontaneity of Communication in Individuals with Autism

Chiang

Carter

2007

J Autism Dev Disord

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“…The goal of both types of systems is to encourage children with autism to gain and use functional communication skills in interactive social situations. PECS has been argued to be one of the best aided systems because it tends to promote more spontaneous communicative acts, which is one of the main weaknesses in autism [22][23][24][25][26][27][28][29][30]. With PECS, children are encouraged and/or taught to approach a communicative partner and gain their attention by placing one of the cards in their hand.…”

Section: Introductionmentioning

confidence: 99%

Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

Drain

Engelhardt

2013

Child Development Research

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We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

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“…For example, a request for "drink," learned as part of a mealtime routine, could be considered as generalized to an out-of-routine context when it occurs during non-drink activities, such as playtime. This generalized behavior would reflect more spontaneous use of communication (Carter, Hotchkis, & Cassar, 1996;Halle, 1987). Spontaneity may be seen as a specific form of generalization where stimulus control is transferred to less intrusive stimuli (Carter, 1992).…”

mentioning

confidence: 99%

“…Spontaneity may be seen as a specific form of generalization where stimulus control is transferred to less intrusive stimuli (Carter, 1992). Spontaneity may be evaluated on a continuum that is indexed by the degree of intrusiveness of antecedent stimuli (Carter et al, 1996;Halle, 1987). Within this framework, communicative responses to very obvious or intrusive antecedent stimuli (e.g., physical guidance) would be considered least spontaneous and responses to stimuli that are less obvious (e.g., context, interceptive stimuli) most spontaneous.…”

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confidence: 99%

The Behavior Chain Interruption Strategy: A Review of Research and Discussion of Future Directions

Carter

Grunsell

2001

Journal of the Association for Persons with Severe Handicaps

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This review examines research studies that utilize the behavior chain interruption strategy (BCIS) to teach communication skills to individuals with severe disabilities. The BCIS is a naturalistic teaching procedure that uses an interruption to a behavior chain (i.e., a routine) as the point of instruction. The BCIS has been successfully applied to the teaching of communication skills to individuals across a wide range of ages and of levels of disability, including learners with multiple disabilities. It has been employed to teach a range of communication forms, including pictorial communication systems, natural gestures, signing, and a switch activated communication device. However, a number of questions remain regarding the BCIS. In particular, it is questioned whether the type of interruptions employed in the procedure are likely to occur outside a training context and whether communication taught with the procedure generalizes to out-of-routine contexts. Implications for practice are considered and suggestions are offered for future research.

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Spontaneity of augmentative and alternative communication in persons with intellectual disabilities: critical review

Cited by 10 publications

References 38 publications

Spontaneity of Communication in Individuals with Autism

Spontaneity of Communication in Individuals with Autism

Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

The Behavior Chain Interruption Strategy: A Review of Research and Discussion of Future Directions

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