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  5.     <title>UTas ePrints - Replacing prelinguistic behaviours with functional communication</title>
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  24. <meta content="Prelinguistic behaviors; functional communication training; autism." name="eprints.keywords" />
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  26. <meta content="This study evaluated the effectiveness of a teacher-implemented intervention package designed
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  29. three existing communication functions were selected for each child. Next, the existing prelinguistic
  30. behaviors that the children used to achieve these functions were identified. Replacement
  31. forms that were considered more recognizable and symbolic were defined to achieve
  32. these same functions. After a baseline phase, teachers received inservice training, consultation,
  33. and feedback on how to encourage, acknowledge, and respond to the replacement forms.
  34. During intervention, the replacement forms increased and prelinguistic behaviors decreased
  35. in most cases. The results suggested that the teacher-implemented intervention was effective
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  47. <meta content="http://dx.doi.org/10.1023/A:1010612618969" name="eprints.official_url" />
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  134. Pennell, D., &amp; Pittendreigh, N. (2000). Identifying potential
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  149. (Vol. 1, pp. 217-253). Baltimore: Paul H. Brookes." name="eprints.referencetext" />
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  158. <meta content="This study evaluated the effectiveness of a teacher-implemented intervention package designed
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  161. three existing communication functions were selected for each child. Next, the existing prelinguistic
  162. behaviors that the children used to achieve these functions were identified. Replacement
  163. forms that were considered more recognizable and symbolic were defined to achieve
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  166. During intervention, the replacement forms increased and prelinguistic behaviors decreased
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  282.     <h1 class="ep_tm_pagetitle">Replacing prelinguistic behaviours with functional communication</h1>
  283.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Keen, D.</span> and <span class="person_name">Sigafoos, J.</span> and <span class="person_name">Woodyatt, G.</span> (2001) <xhtml:em>Replacing prelinguistic behaviours with functional communication.</xhtml:em> Journal of Autism and Developmental Disorders, 31 (4). pp. 385-398. ISSN 0162-3257</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1665/1/1SigRQF.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1665/1/1SigRQF.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />101Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1023/A:1010612618969">http://dx.doi.org/10.1023/A:1010612618969</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">This study evaluated the effectiveness of a teacher-implemented intervention package designed
  284. to replace prelinguistic behaviors with functional communication. Four young children with
  285. autism participated in a multiple-probe design across three communicative functions. Initially,
  286. three existing communication functions were selected for each child. Next, the existing prelinguistic
  287. behaviors that the children used to achieve these functions were identified. Replacement
  288. forms that were considered more recognizable and symbolic were defined to achieve
  289. these same functions. After a baseline phase, teachers received inservice training, consultation,
  290. and feedback on how to encourage, acknowledge, and respond to the replacement forms.
  291. During intervention, the replacement forms increased and prelinguistic behaviors decreased
  292. in most cases. The results suggested that the teacher-implemented intervention was effective
  293. in replacing prelinguistic behaviors with alternative forms of functional communication.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The original publication is available at www.springerlink.com</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Prelinguistic behaviors; functional communication training; autism.</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/339999.html">330000 Education &gt; 339900 Other Education &gt; 339999 Other Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1665</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">23 Aug 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1665;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1665">item control page</a></p>
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