Effect of Responsive Interaction Art Activities on Verbal and Non-verbal Communication Skills of Children with Developmental Disabilities.

2020 ◽  
Vol 22 (2) ◽  
pp. 47-76
Author(s):  
Jeong-hee Mun ◽  
hea-suk Lee ◽  
Sun-Suk Hwang
Keyword(s):  
Developmental Disabilities ◽  
Communication Skills ◽  
Verbal Communication ◽  
Art Activities ◽  
Children With Developmental Disabilities

Children With Developmental Disabilities

1990 ◽  
Vol 21 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Carol Flexer ◽  
Joseph P. Millin ◽  
Lisa Brown
Keyword(s):  
Developmental Disabilities ◽  
Word Identification ◽  
Sound Field ◽  
Verbal Communication ◽  
Identification Task ◽  
Primary Level ◽  
Field Amplification ◽  
Children With Developmental Disabilities ◽  
Sound Field Amplification

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

Signs Workshop: Promotion of early communication skills of children with developmental disabilities

2008 ◽  
Vol 20 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Ana Margarida Almeida ◽  
Álvaro Sousa ◽  
Fernando Ramos ◽  
Teresa Condeço ◽  
Luísa Cotrim ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Communication Skills ◽  
Early Communication ◽  
Children With Developmental Disabilities

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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