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<meta content="Sigafoos, J." name="eprints.creators_name" />
<meta content="Drasgow, E." name="eprints.creators_name" />
<meta content="Halle, J.W." name="eprints.creators_name" />
<meta content="O'Reilly, M." name="eprints.creators_name" />
<meta content="Seely-York, S." name="eprints.creators_name" />
<meta content="Edrisinha, C." name="eprints.creators_name" />
<meta content="Andrews, A." name="eprints.creators_name" />
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<meta content="2007-08-23" name="eprints.datestamp" />
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<meta content="Teaching VOCA use as a communicative repair strategy" name="eprints.title" />
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<meta content="330108" name="eprints.subjects" />
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<meta content="Augmentative and alternative communication; behavior indication; communicative
repair; prelinguistic behavior; requesting; voice-output communication aid" name="eprints.keywords" />
<meta content="The original publication is available at www.springerlink.com" name="eprints.note" />
<meta content="Students with developmental disabilities often rely on prelinguistic behavior (e.g., reaching,
leading) to communicate. When listeners fail to attend to prelinguistic behaviors, students
may benefit from responding with an alternative form of communication to repair the
breakdown. In the present study, we taught two students with developmental disabilities to
repair communicative breakdowns by using a voice-output communication aid (VOCA).
Intervention occurred at morning snack time when the students had the opportunity to
access preferred items through prelinguistic behavior (e.g., reaching, guiding). Breakdowns
occurred when the listener failed to attend to the studentâÂÂs initial request. Effects of the
intervention were evaluated in a multiple-baseline design across subjects. Both students
learned to use the VOCA to repair communicative breakdowns. As VOCA use was
acquired as a repair strategy, the students also began to use the device to initiate requests
when there had been no breakdown in communication. The intervention appeared to be an
effective approach for supplementing prelinguistic behaviors with an additional option for
communicating a request." name="eprints.abstract" />
<meta content="2004-08" name="eprints.date" />
<meta content="published" name="eprints.date_type" />
<meta content="Journal of Autism and Developmental Disorders" name="eprints.publication" />
<meta content="34" name="eprints.volume" />
<meta content="4" name="eprints.number" />
<meta content="411-422" name="eprints.pagerange" />
<meta content="10.1023/B:JADD.0000037417.04356.9c" name="eprints.id_number" />
<meta content="UNSPECIFIED" name="eprints.thesis_type" />
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<meta content="0162-3257" name="eprints.issn" />
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ontogeny and role of repair strategies. In A. Wetherby, S.
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communicative intent: Assessment" name="eprints.referencetext" />
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<meta content="Halle, J.W." name="DC.creator" />
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<meta content="Seely-York, S." name="DC.creator" />
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<meta content="Students with developmental disabilities often rely on prelinguistic behavior (e.g., reaching,
leading) to communicate. When listeners fail to attend to prelinguistic behaviors, students
may benefit from responding with an alternative form of communication to repair the
breakdown. In the present study, we taught two students with developmental disabilities to
repair communicative breakdowns by using a voice-output communication aid (VOCA).
Intervention occurred at morning snack time when the students had the opportunity to
access preferred items through prelinguistic behavior (e.g., reaching, guiding). Breakdowns
occurred when the listener failed to attend to the studentâÂÂs initial request. Effects of the
intervention were evaluated in a multiple-baseline design across subjects. Both students
learned to use the VOCA to repair communicative breakdowns. As VOCA use was
acquired as a repair strategy, the students also began to use the device to initiate requests
when there had been no breakdown in communication. The intervention appeared to be an
effective approach for supplementing prelinguistic behaviors with an additional option for
communicating a request." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Teaching VOCA use as a communicative repair strategy</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Sigafoos, J.</span> and <span class="person_name">Drasgow, E.</span> and <span class="person_name">Halle, J.W.</span> and <span class="person_name">O'Reilly, M.</span> and <span class="person_name">Seely-York, S.</span> and <span class="person_name">Edrisinha, C.</span> and <span class="person_name">Andrews, A.</span> (2004) <xhtml:em>Teaching VOCA use as a communicative repair strategy.</xhtml:em> Journal of Autism and Developmental Disorders, 34 (4). pp. 411-422. 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/1667/1/3SigRQF.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/1667/1/3SigRQF.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />191Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1023/B:JADD.0000037417.04356.9c">http://dx.doi.org/10.1023/B:JADD.0000037417.04356.9c</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Students with developmental disabilities often rely on prelinguistic behavior (e.g., reaching,
leading) to communicate. When listeners fail to attend to prelinguistic behaviors, students
may benefit from responding with an alternative form of communication to repair the
breakdown. In the present study, we taught two students with developmental disabilities to
repair communicative breakdowns by using a voice-output communication aid (VOCA).
Intervention occurred at morning snack time when the students had the opportunity to
access preferred items through prelinguistic behavior (e.g., reaching, guiding). Breakdowns
occurred when the listener failed to attend to the studentâÂÂs initial request. Effects of the
intervention were evaluated in a multiple-baseline design across subjects. Both students
learned to use the VOCA to repair communicative breakdowns. As VOCA use was
acquired as a repair strategy, the students also began to use the device to initiate requests
when there had been no breakdown in communication. The intervention appeared to be an
effective approach for supplementing prelinguistic behaviors with an additional option for
communicating a request.</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">Augmentative and alternative communication; behavior indication; communicative
repair; prelinguistic behavior; requesting; voice-output communication aid</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/330108.html">330000 Education > 330100 Education Studies > 330108 Special Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1667</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=1667;">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&eprintid=1667">item control page</a></p>
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