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Overview of the Enhanced Natural Gestures Instructional Approach and Illustration of Its Use with Three Students with Angelman Syndrome
Author(s) -
Calculator Stephen,
DiazCaneja Sela Patricia
Publication year - 2015
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12110
Subject(s) - gesture , psychology , angelman syndrome , natural (archaeology) , qualitative research , process (computing) , inclusion (mineral) , medical education , mathematics education , applied psychology , developmental psychology , social psychology , computer science , medicine , history , social science , biochemistry , chemistry , archaeology , sociology , computer vision , gene , operating system
Background This investigation details procedures used to teach enhanced natural gestures ( ENG s) and illustrates its use with three students with Angelman syndrome ( AS ). Materials and Methods Themes were extracted, using a process of content analysis, to organize individuals' feedback pertaining to previous versions of the instructional programme. A ‘B’ case study design was then employed to follow administration of the modified programme with three students in Madrid, Spain. Programme impact was examined relative to changes in each student's uses of ENG s spontaneously and in response to non‐specific verbal prompts, along with team members' responses to a questionnaire designed to evaluate programme efficacy. Results Two of the three students demonstrated particularly rapid and spontaneous uses of their ENG s. Both quantitative and qualitative feedback from teams supported programme efficacy for all three students. Conclusions The approach appears viable for individuals with AS and has implications for individuals presenting other diagnoses as well. Additional educational/clinical and research implications are discussed.