Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

scholarly journals Peer-Mediated Augmentative and Alternative Communication Interventions for Young Children With Autism Spectrum Disorder and Limited to No Spoken Communication

2020 ◽  
Vol 5 (3) ◽  
pp. 602-610
Author(s):  
Kathy S. Bourque
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Note ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Treatment Implementation ◽  
Children With Asd ◽  
Communicative Interactions

Purpose Increasingly, research has identified effective approaches to improve communication and social engagement of preschool-age children with autism spectrum disorder (ASD) with limited spoken communication during interactions with peer partners. These include teaching peers to use the same augmentative and alternative communication (AAC) system, along with direct instruction (Thiemann-Bourque et al., 2018 ). The purpose of this research note is to summarize the author's contributions to this literature and provide clinicians with evidence-based strategies to support communicative interactions between children with ASD and peers without disabilities. Method This research note describes a series of studies conducted by the author and her colleagues with a focus on peer-mediated and direct AAC instructional approaches, defining target skills and how to measure effects on children's social communication competence, and the potential benefits of integrating approaches for preschool children with ASD who have significant social and communication needs. Results Outcomes summarized include fidelity of treatment implementation, improved rates of augmented and spoken communication, increased functional communication using different modalities, and enhanced reciprocal communication between children with ASD and peers during routine activities. Study limitations and directions for future intervention research are also discussed. Conclusions Together, the research reviewed shows that peers can be taught to be responsive AAC communication partners at a young age, with high fidelity of strategy implementation by peers and by speech-language pathologists or other early intervention staff. Providing children with increased social learning opportunities within the context of shared AAC activities allows both partners to become more competent in their social communicative interactions.

Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication

2017 ◽  
Vol 26 (1) ◽  
pp. 81-98 ◽  
Author(s):  
Erinn H. Finke ◽  
Jennifer M. Davis ◽  
Morgan Benedict ◽  
Lauren Goga ◽  
Jennifer Kelly ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Single Subject ◽  
School Age ◽  
Alternative Communication ◽  
Message Production

Purpose In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity. Method In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8–12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance. Results All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure. Conclusions The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC.

Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder

2021 ◽  
Vol 42 (04) ◽  
pp. 345-362
Author(s):  
Andrea Barton-Hulsey ◽  
Sarah Phinney ◽  
Sara Collins
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Small Scale ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Children With Down Syndrome

AbstractChildren with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed.

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