Rebecca L Kolb, Jennifer J McComas, Shawn N Girtler, Jessica Simacek, Adele F Dimian, Emily K Unholz-Bowden, Alefyah H Shipchandler
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引用次数: 1
Abstract
Rett syndrome is a severe neurodevelopmental disorder that results in both motor and language skill regression with a wide range of severity in symptom presentation. Communication intervention may be particularly challenging for this population due to the decline in speech, motor skills, and motor planning difficulties that characterize the disorder (Townend et al., 2020), often resulting in the need for augmentative and alternative communication (AAC) technology. Very limited research has evaluated communication interventions for individuals with Rett syndrome and even fewer have targeted expressive communication, an important skill required for improved autonomy and quality of life (Sigafoos et al., 2009; Townend et al., 2020). The current study sought to systematically replicate the Simacek et al. (2017) mand training procedures to teach three girls with Rett Syndrome to use AAC to make requests through caregiver coaching by researchers via telehealth. Results suggest that mand training was successful in increasing AAC use for all three participants. Barriers to intervention for this population and implications of results for future research and clinical practice are discussed.
Rett综合征是一种严重的神经发育障碍,导致运动和语言技能退化,症状表现的严重程度不一。由于言语、运动技能和运动规划困难的下降(Townend et al., 2020),沟通干预对这一人群来说可能特别具有挑战性,这往往导致需要辅助和替代沟通(AAC)技术。非常有限的研究评估了Rett综合征患者的沟通干预措施,针对表达性沟通的研究就更少了,表达性沟通是提高自主性和生活质量所需的重要技能(Sigafoos等人,2009;Townend et al., 2020)。目前的研究试图系统地复制Simacek等人(2017)的培训程序,教三名患有Rett综合征的女孩通过研究人员通过远程医疗指导护理人员使用AAC提出请求。结果表明,mand培训成功地增加了所有三名参与者的AAC使用。对这一人群的干预障碍和结果对未来研究和临床实践的影响进行了讨论。
期刊介绍:
The Journal of Developmental and Physical Disabilities is an interdisciplinary forum for the publication of original research and clinical reports from a variety of fields serving persons with developmental and physical disabilities. Submissions from researchers, clinicians, and related professionals in the fields of psychology, rehabilitation, special education, kinesiology, counseling, social work, psychiatry, nursing, and rehabilitation medicine are considered. Investigations utilizing group comparisons as well as single-case experimental designs are of primary interest. In addition, case studies that are of particular clinical relevance or that describe innovative evaluation and intervention techniques are welcome. All research and clinical reports should contain sufficient procedural detail so that readers can clearly understand what was done, how it was done, and why the strategy was selected. Rigorously conducted replication studies utilizing group and single-case designs are welcome irrespective of results obtained. In addition, systematic reviews, meta-analyses, and theoretical discussions that contribute substantially to understanding the problems and strengths of persons with developmental and physical disabilities are considered for publication. Authors are encouraged to preregister empirical studies, replications, systematic reviews, and meta-analyses in a relevant public database and to include such information with their submission to the journal. Authors are also encouraged, where possible and applicable, to deposit data that support the findings of their research in a public repository (see detailed “Research Data Policy” module in the journal’s Instructions for Authors). In response to the need for increased clinical and research endeavors with persons with developmental and physical disabilities, the journal is cross-categorical and unbiased methodologically.