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.

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.

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.

Functional Communication as a Means of Decreasing Self-injurious Behavior: A Case Study

1995 ◽  
Vol 89 (4) ◽  
pp. 343-348 ◽  
Author(s):  
L.L. Gerra ◽  
S. Dorfman ◽  
E. Plaue ◽  
S. Schlackman ◽  
D. Workman
Keyword(s):  
Training Program ◽  
Functional Communication Training ◽  
Severe Disabilities ◽  
Communication Training ◽  
The Self ◽  
Functional Communication ◽  
Communication Board

This case study examines the effects of a systematic functional communication training program on the self-injurious behaviors of a girl who is blind and has severe disabilities. The two-level program, in which the girl was offered choices among preferred activities and learned to use a communication board, resulted in a decrease in the episodes of these behaviors.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

The Role of the Sport Psychology Consultant: A Case Study of Ultra-Distance Running

1989 ◽  
Vol 3 (3) ◽  
pp. 254-264 ◽  
Author(s):  
Stephen J. Bull
Keyword(s):  
North America ◽  
Training Program ◽  
Sport Psychology ◽  
Crisis Intervention ◽  
Psychological Profile ◽  
Mental Training ◽  
Descriptive Framework ◽  
Ongoing Evaluation

This article presents a case study describing the contribution of a sport psychology consultant to an ultra-distance runner’s attempt to complete 500 miles (800 kilometers) in 20 days through the deserts of North America. The contribution can be considered in four phases that provide a descriptive framework for the role of a sport psychology consultant: (a) establishing a rapport with the athlete, (b) formulating a psychological profile, (c) evaluating the demands of the athletic pursuit and planning an appropriate mental training program, and (d) ongoing evaluation of progress and crisis intervention.

Multicultural Communication Training for Law Enforcement Officers: A Case Study

2000 ◽  
Vol 11 (3) ◽  
pp. 234-253 ◽  
Author(s):  
Myrna M. Cornett-DeVito ◽  
Edward L. McGlone
Keyword(s):  
Law Enforcement ◽  
Police Department ◽  
Law Enforcement Officers ◽  
Multicultural Training ◽  
Communication Training ◽  
Training Methods ◽  
Training Outcomes ◽  
Interactive Training ◽  
Field Notes

This exploratory case study focused on multicultural communication training within the community policing context. Little research has addressed what constitutes effective content and delivery of multicultural training for law enforcement officers. Brislin and Yoshida's four-component multicultural plan was combined with limited law enforcement-related multicultural training literature to design a training program for a small city's police department. Two 4-hour training sessions were conducted by one of the investigators using a culture-general content approach and selected training methods to determine their usefulness for improving officers' multi-cultural competencies. The case included the training sessions together with pre-and posttraining activities over a period of approximately 3 months. Data were collected with selected test instruments and also from the field notes taken during the case activities. The results suggest that the culture-general model and interactive training methods and trainer qualifications may be key to yielding positive training outcomes.

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