| Type of Document |
Master's Thesis |
| Author |
Bourque, Ashley Nicole
|
| Author's Email Address |
abourq1@lsu.edu |
| URN |
etd-04102008-185157 |
| Title |
A Comparison of MorphoPhonic Faces and the Picture Exchange Communication System on the Production of Verbal Communication in Preschoolers with Autism |
| Degree |
Master of Arts (M.A.) |
| Department |
Communication Sciences & Disorders |
| Advisory Committee |
| Advisor Name |
Title |
| Janet Norris |
Committee Chair |
| Janna Oetting |
Committee Member |
| Paul Hoffman |
Committee Member |
|
| Keywords |
- MorphoPhonic
- autism
- verbal communication
- PECS
|
| Date of Defense |
2008-04-04 |
| Availability |
unrestricted |
Abstract
Children with Autism Spectrum Disorder (ASD) exhibit difficulties with both verbal and nonverbal language with approximately 50% of children diagnosed with autism remaining functionally mute into adulthood (Charlop & Haymes, 1994; Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002). This study explored intervention using the Picture Exchange Communication System (PECS) for two nonverbal preschoolers with ASD. The effects of PECS using two picture systems, Picture and Words (P&W) and MorphoPhonic (MPh) picture word, was assessed in the communicative outcomes after 6 weeks of intervention. This study asked if MPh picture words would elicit more picture-exchange communication acts in functional contexts than P&W and if MPh picture words would elicit a greater number of verbal communications than pictures accompanied by words. The results suggest that changes in communication can be observed in 6 weeks of intervention. Specifically greater gains were observed in the MPh picture word condition over the P&W condition.
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Bourque_Thesis.pdf |
724.74 Kb |
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