The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

1999 ◽  
Vol 23 (1) ◽  
pp. 25-46
Author(s):  
Mark Carter
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Communication System ◽  
Lower Proportion ◽  
Graphic Symbol ◽  
Symbol Use ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

Rebus Symbol Communication Training with a Severely Handicapped Preschool Child

1988 ◽  
Vol 19 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Paula M. Pecyna
Keyword(s):  
Training Program ◽  
Preschool Child ◽  
Communication Training ◽  
Developmental Level ◽  
Symbol System ◽  
New Words ◽  
Graphic Symbol ◽  
Severely Handicapped ◽  
Symbol Use

This case study describes the procedures used with and the results obtained for a preschool child with Down's syndrome who received communication training which incorporated Rebus symbols (a graphic symbol system). Training focused on comprehension and expressive use of Rebus symbols representing five new words and generalization of symbol use to the classroom. Results showed significant increases in the child's comprehension and expression Scores and in generalized symbol use. Further, the results indicated that symbol training may have facilitated development of the child's verbal expressive skills and that overall developmental level and level of communicative functioning are important factors to consider when planning a graphic symbol communication training program for a child.

Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder

2017 ◽  
Vol 34 (3) ◽  
pp. 217-234
Author(s):  
Shannon Titus Dieringer ◽  
David L. Porretta ◽  
Diane Sainato
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Task Behaviors

The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.

The Effects of the Time-In Procedure on Decreasing Aberrant Behavior

2012 ◽  
Vol 11 (2) ◽  
pp. 152-164
Author(s):  
Justin B. Leaf ◽  
Misty L. Oppenheim-Leaf ◽  
Todd Streff
Keyword(s):  
Visual Stimulus ◽  
Aberrant Behavior ◽  
Alternating Treatment Design ◽  
Treatment Design

This case study evaluated the effects of a time-in procedure for decreasing aberrant behavior for one adolescent diagnosed with autism. The time-in procedure consists of having the learner wear a visual stimulus and providing reinforcement for the absence of aberrant behavior. If the learner, however, engaged in the aberrant behavior, the visual stimulus was removed and a consequence was provided. An alternating treatment design compared rates of aberrant behavior during periods of time when the time-in procedure was being implemented and periods of time when the time-in procedure was not being implemented. Results of this study indicated that the participant engaged in less aberrant behavior when the time-in procedure was being implemented, as compared with times when the time-in procedure was not being implemented.

Smart design of intelligent companion toys for preschool children

2020 ◽  
pp. 1-14
Author(s):  
Xin Wang ◽  
Nian Yin ◽  
Zhinan Zhang
Keyword(s):  
Artificial Intelligence ◽  
Early Childhood ◽  
Preschool Children ◽  
Essential Role ◽  
Childhood Education ◽  
Child Centered ◽  
Toy Design ◽  
Complete Framework ◽  
New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

scholarly journals Acute Comparative Effect of Foam Rolling and Static Stretching on Range of Motion in Rowers

2021 ◽  
Vol 13 (7) ◽  
pp. 3631
Author(s):  
Alfonso Penichet-Tomas ◽  
Basilio Pueo ◽  
Marta Abad-Lopez ◽  
Jose M. Jimenez-Olmedo
Keyword(s):  
Range Of Motion ◽  
Repeated Measures ◽  
Static Stretching ◽  
Foam Rolling ◽  
Significant Difference ◽  
Post Test ◽  
Alternating Treatment Design ◽  
Stroke Amplitude ◽  
Treatment Design ◽  
Over Time

Rowers’ anthropometric characteristics and flexibility are fundamental to increase stroke amplitude and optimize power transfer. The aim of the present study was to analyze the effect of foam rolling and static stretching on the range of motion over time. Eight university rowers (24.8 ± 3.4 yrs., height 182.3 ± 6.5 cm, body mass 79.3 ± 4.6 kg) participated in an alternating treatment design study with two-way repeated measures ANOVA. The sit and reach test was used to measure the range of motion. Both in the foam rolling and in the static stretching method, a pre-test (T0), a post-test (T1), and a post-15-min test (T2) were performed. A significant effect was observed on the range of motion over time (p < 0.001), but not for time x method interaction (p = 0.680). Significant differences were found between T0 and T1 with foam rolling and static stretching (p < 0.001, d = 0.4); p < 0.001, d = 0.6). The differences between T0 and T2 were also significant with both methods (p = 0.001, d = 0.4; p < 0.001, d = 0.4). However, no significant difference was observed between T1 and T2 (p = 1.000, d = 0.1; p = 0.089, d = 0.2). Foam roller and static stretching seem to be effective methods to improve the range of motion but there seems to be no differences between them.

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