Communication Profile of a Minimally Verbal School-Age Autistic Child: A Case Study

Autor/inn/en	Vidal, Verónica; McAllister, Anita; DeThorne, Laura
Titel	Communication Profile of a Minimally Verbal School-Age Autistic Child: A Case Study
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.671-686 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Communication Skills; Expressive Language; Receptive Language; Comprehension; Pronunciation; Speech Impairments; Physical Disabilities; Psychomotor Skills; Perceptual Impairments; Communication Strategies; Augmentative and Alternative Communication; Interaction; Student Needs; Language Skills; MacArthur Communicative Development Inventory; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Kommunikationsstil; Rezeptive Kommunikationsfähigkeit; Verstehen; Verständnis; Aussprache; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Physical handicap; Körperbehinderung; Psychomotorische Aktivität; Perceptual handicaps; Wahrnehmungsstörung; Kommunikationsstrategie; Interaktion; Language skill; Sprachkompetenz
Abstract	Purpose: The present clinical focus draws on an intrinsic case study to provide a thick description of the communication profile of John, a 9-year-old minimally verbal autistic student. Method: Specifically, traditional behavioral assessments, classroom video observations, and semistructured interviews were used to gather information regarding John's communication profile and potential sensory-motor differences. Results: Convergent evidence indicated that John's expressive profile was characterized by single words, emergent word combinations, some conventional gestures, and a low frequency of communicative initiations. Concomitant language comprehension challenges and poor intelligibility associated with motor speech impairment were also indicated. His sensory-motor profile was marked by fine motor impairment, relative strengths in gross motor abilities, and sensory differences across visual, hearing, and tactile modalities. Conclusion: Direct implications for supporting minimally verbal autistic students like John include the need to (a) consider sensory-motor influences on social interaction and (b) support flexible use of multimodal communication resources, including augmentative and alternative communication. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01