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Sökning: WFRF:(Sigafoos J.)

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  • Bartl-Pokorny, K. D., et al. (författare)
  • Eye Tracking in Basic Research and Clinical Practice
  • 2013
  • Ingår i: Klinische Neurophysiologie. - : Georg Thieme Verlag KG. - 1434-0275 .- 1439-4081. ; 44:3, s. 193-198
  • Tidskriftsartikel (refereegranskat)abstract
    • Eye tracking is a non-invasive technique based on infrared video technology that is used to analyse eye movements. Such analyses might provide insights into perceptual and cognitive capacities. It is a method widely used in various disciplines, such as ophthalmology, neurology, psychiatry and neuropsychology for basic science, but also clinical practice. For example, recent studies on children who were later diagnosed with autism spectrum disorders revealed early abnormal eye movement patterns in socio-communicative settings; children with dyslexia appeared also to have peculiar eye movement patterns, expressed in longer fixation durations and smaller saccades while reading. Current research using eye tracking systems in combination with neurophysiological and brain imaging techniques will add to a better understanding of cognitive, linguistic and socio-communicative development and in the near future possibly also lead to a broader clinical application of this method.
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  • Roche, L, et al. (författare)
  • Using a Textual Prompt to Teach Multiword Requesting to Two Children With Autism Spectrum Disorder
  • 2019
  • Ingår i: Behavior modification. - : SAGE Publications. - 1552-4167 .- 0145-4455. ; 43:6, s. 819-840
  • Tidskriftsartikel (refereegranskat)abstract
    • Autism spectrum disorder is characterized by social and communication impairment, but some children appear to have relative strength in areas such as reading printed words. The present study involved two children with limited expressive communication skills, but relatively stronger reading ability. Based on this existing strength, we evaluated a textual prompting procedure for teaching the children to produce multiword spoken requests. The effect of providing textual prompts on production of multiword requests was evaluated in an ABAB design. The results showed that multiword requests increased when textual prompts were provided and decreased when the prompts were removed. In subsequent phases, the textual prompts were successfully faded by gradually making the printed text lighter and lighter until eventually the prompts were eliminated altogether. We conclude that identification of children’s strengths may assist in identifying effective prompting procedures that could then be used in teaching functional communication skills.
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