480
Views
6
CrossRef citations to date
0
Altmetric
Research Article

Translucency Ratings of Blissymbols over Repeated Exposures by Children with Autism

, , &
Pages 272-283 | Published online: 31 Jul 2013

References

  • Alant, E. (2005). Issues in graphic symbol communication. In E. Alant & L.L. Lloyd (Eds.), Augmentative and alternative communication and severe disabilities: Beyond poverty (pp. 108–130). London and Philadelphia: Whurr Publishers.
  • Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2008). Effects of iconicity on requesting with the picture exchange communication system in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 2, 430–446. doi:10.1016/j.rasd.2007.09.004
  • Arthur-Kelly, M., Sigafoos, J., Green, V., Mathisen, B., & Arthur-Kelly, R. (2009). Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder. Disability and Rehabilitation, 31, 1474–1486. doi:10.1080/09638280802590629
  • Balconi, M., & Carrera, A. (2008). Facial emotion recognition impairment in autism. In M. Balconi (Ed.), Emotional face comprehension. New York: Nova Science Publishers.
  • Bondy, A., & Frost, L. (1994). The picture-exchange communication system. Focus on Autistic Behavior, 9, 1–19.
  • Basson, M., & Alant, E. (2005). The iconicity and learnability of picture communication symbols: A study on Afrikaans-speaking children. South African Journal of Communication Disorders, 52, 4–12.
  • Belmonte, M. K. (2000). Abnormal attention in autism shown by steady-state visual evoked potentials. Autism, 4(3), 269–285. doi:10.1177/1362361300004003004
  • Bliss, C. K. (1965). Semantography: Blissymbolics (2nd ed.). Sydney, Australia: Semantography: Blissymbol Publications.
  • Bornman, J., Alant, E., & du Preez, A. (2009). Translucency and learnability of Blissymbols in Setswana-speaking children: An exploration. Augmentative and Alternative Communication, 25, 287–298. doi: 10.3109/07434610903392456
  • Bowler, D. M., Gardiner, J.M., Grice, S., & Saavalainen, P. (2000). Memory illusions: False recall and recognition in adults with Asperger's syndrome. Journal of Abnormal Psychology, 109, 663–672. doi: 10.1037/0021-843X. 109.4.663
  • Bracken, B. A., & Barona, A. (1991). State of the art procedures for translating, validating and using psychoeducational tests in cross-cultural assessment. School Psychology International, 12, 119–132.
  • Brislin, R. W. (1980). Translation and content analysis of oral and written material. In H. C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology: Methodology .(Vol. 2, pp. 389–444). Boston, MA: Allyn and Bacon.
  • Chen, X., & Zelinsky, G. J. (2006). Real-world visual search is dominated by top-down guidance. Vision Research, 46, 4118–4133. doi:10.1016/j.visres.2006.08.008
  • Deregowski, J. B. (1973). Illusion and culture. In R. L. Gregory & E. H. Gombrich (Eds.), Illusion in nature and art (pp. 161–192). New York: Scribner.
  • Drager, K., Light, J., Curran-Speltz, J., Fallon, K., & Jeffries, L. (2003). The performance of typically developing 21/2 -year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language and Hearing Research, 46, 298–312.
  • du Preez, A. E. (2006). The translucency values of Blissymbols as rated by typically developing Setswana learners (Unpublished master's thesis). University of Pretoria, Pretoria, South Africa.
  • Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., & Hil, D. (2012). A comparison of communication using the Apple iPad and a picture-based system. Augmentative and Alternative Communication, 28, 74–84.
  • Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell Scientific Publications.
  • Fujisawa, K., Inoue, T., Yamana, Y., & Hayashi, H. (2011). The effect of animation on learning action symbols by individuals with intellectual disabilities. Augmentative and Alternative Communication, 27, 53–60. doi: 10.3109/07434618.2011. 553245
  • Fuller, D. R., & Lloyd, L.L. (1991). Toward a common usage of iconicity terminology. Augmentative and Alternative Communication, 7, 215–220.
  • Fuller, D. R., & Lloyd, L.L. (1992). Effects of physical configuration on the paired-associate learning of Blissymbols by preschool children with normal cognitive abilities. Journal of Speech and Hearing Research, 35, 1376–1383.
  • Happé, F. (1999). Autism: Cognitive deficit or cognitive style?. Trends in Cognitive Sciences, 3, 216–222.
  • Human Sciences Research Council. (1992). Junior South African individual scale (NSAIS). Human Sciences Research Council: Pretoria, South Africa.
  • Hurlbut, B. I., Iwata, B. A., & Green, J. D. (1982). Nonvocal language acquisition in adolescents with severe physical disabilities: Blissymbol versus iconic stimulus formats. Journal of Applied Behavior Analysis, 15, 241–258.
  • Johnson, R. (1981). The Picture Communication Symbols. Solana Beach, CA: Mayer-Johnson Co.
  • Joseph, R.M., Brandon, K., Connolly, C., Wolfe, J., & Horowitz, T.S. (2009). Why is visual search superior in autism spectrum disorder?Developmental Science, 12, 1083–1096. doi: 10.1111/j.1467-7687.2009.00855.x.
  • Koul, R. K., Schlosser, R. W., & Sancibrian, S. (2001). Effects of symbol, referent, and instructional variables on the acquisition of aided and unaided symbols by individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 16, 162–169.
  • Kozleski, E. B. (1991). Visual symbol acquisition by students with autism. Exceptionality, 2, 173–194.
  • Lamy, D., & Egeth, H. E. (2003). Attentional capture in singleton-detection and feature-search modes. Journal of Experimental Psychology: Human Perception and Performance, 29, 1003–1020. doi: 10.1037/0096-1523.29.5.1003
  • Liss, M., Saulnier, C., Fein, D., & Kinsbourne, M. (2006). Sensory and attention abnormalities in autistic spectrum disorders. Autism: The International Journal of Research and Practice, 10, 155–172. doi: 10.1177/136236130 6062021.
  • Littlejohn, S.W. (2007). The nature and evaluation of theory. In B.B. Whaley & W. Samter (Eds.), Explaining communication: Contemporary theories and exemplars (pp. 1–15). London: Lawrence Erlbaum.
  • Lloyd, L. L., Fuller, D., & Arvidson, H. (1997). Handbook of aug mentative and alternative communication. Boston: Allyn Bacon.
  • Lopez, B., & Leekam, S. R. (2003). Do children with autism fail to process information in context?Journal of Child Psychology and Psychiatry, 44, 285–300.
  • Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule –generic (ADOS-G). Los Angeles, CA: Western Psychological Services.
  • Mann, T., & Walker, P. (2003). Autism and a deficit in broadening the spread of visual attention. Journal of Child Psychology, Psychiatry, and Allied Disciplines, 44, 274–284.
  • McNaughton, S. (1985). Communicating with Blissymbols. Toronto: Blissymbolics Communication Institute.
  • Mirenda, P., & Locke, P. A. (1989). A comparison of symbol transparency in persons with intellectual disabilities. Journal of Speech and Hearing Disorders, 54, 131–140.
  • Mitchell, P., & Taylor, L. M. (1999). Shape constancy and theory of mind: Is there a link?Cognition, 70, 167–190.
  • Mizuko, M. (1987). Transparency and ease of learning of symbols represented by Blissymbols, PCS, and Picsyms. Augmentative and Alternative Communication, 3, 129–136.
  • Mizuko, M., & Reichle, J. (1989). Transparency and recall of symbols among intellectually handicapped adults. Journal of Speech and Hearing Disorders, 54, 627–633.
  • Müller, C. M., & Nussbeck, S. (2008). Do children with autism spectrum disorders prefer to match pictures based on their physical details or their meaning?Journal of Mental Health Research in Intellectual Disabilities, 1, 140–155. doi:10.1080/ 19315860801988244
  • Quist, R. W., Lloyd, L. L., van Balkom, H., Welle-Donker, G. M., & Vander, B. K. (1998). Translucency values of Blissymbols across cultures. Poster presentation at ISAAC Convention, Dublin, Ireland.
  • Schlosser, R. W. (1997). Communication-based approaches to problem behavior. In L. L. Lloyd, D. R. Fuller & H. H. Arvidson (Eds.), Augmentative and alternative communication: A handbook of principles and practices (pp. 445–473). Boston: Allyn and Bacon.
  • Schlosser, R. W., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18, 102–123.
  • Schlosser, R. W., Shane, H., Sorce, J., Koul, R., Bloomfield, E., Debrowski, L., … Neff, A. (2012). Animation of graphic symbols representing verbs and prepositions: Effects on transparency, name agreement, and identification. Journal of Speech, Language, and Hearing Research, 55, 342–358. doi: 10.1044/1092-4388 (2011/10-0164)
  • Smith, H., & Milne, E. (2009). Reduced change blindness suggests enhanced attention to detail in individuals with autism. The Journal of Child Psychology and Psychiatry, 50, 300–306. doi:10.1111/j.1469-7610.2008.01957.x
  • Wendt, O. (2009). Research on the use of manual signs and graphic symbols in autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 83–115). Baltimore, MD: Paul Brookes.
  • Wilkinson, K. M., Light, J., & Drager, K. (2012). Considerations for the composition of visual scene displays: Potential contributions of information from visual and cognitive sciences. Augmentative and Alternative Communication, 28, 137–147. doi: 10.3109/07434618.2012.704522
  • Wolfe, J.M., Butcher, S. J., Lee, C., & Hyle, M. (2003). Changing your mind: On the contributions of top-down and bottom-up guidance in visual search for feature singletons. Journal of Experimental Psychology: Human Perception and Performance, 29, 483–502. doi: 10.1037/0096-1523.29.2.483

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.