scholarly journals Effectiveness of a Supports-Based Approach to Peer Interactions of an Autistic Student in the Classroom: A Mixed-Methods Study

2021 ◽  
pp. 1-17
Author(s):  
Verónica Vidal ◽  
Laura DeThorne
Keyword(s):  
Mixed Methods ◽  
Augmentative And Alternative Communication ◽  
Peer Interactions ◽  
Single Case ◽  
Functional Relation ◽  
Social Supports ◽  
Mixed Methods Study ◽  
Alternative Communication ◽  
Communication Device ◽  
Moderate Effect Size

Purpose This mixed-methods study examined the effect of a supports-based intervention on the interactions between John, a 9-year-old minimally speaking autistic student with access to a speech-generating augmentative and alternative communication device, and nonautistic peers in the classroom. Method We used a single-case experimental ABAB design to evaluate the relation between provision of social supports and the frequency of communicative offers between John and one nonautistic peer, Ethan. In addition, we integrated interview data and situated discourse analyses involving a variety of adult and child participants to illustrate the nature of peer interactions both before and during provision of social supports. Results In summary, visual inspection of the single-case data supported a functional relation of moderate effect size between the provision of social support and an increased frequency of communicative offers between John and Ethan. Results from the discourse analysis suggested that social supports led to the (a) emergence of completed turns across peers, (b) flexible use of multimodal communicative resources, and (c) movement toward egalitarian interactions. Conclusions This study is one of the first to provide experimental evidence for a supports-based approach to peer interactions involving a minimally verbal autistic student. Clinical implications focus on encouraging flexible multimodality and adopting a strength-based approach that fosters autistic sociality.

The Evolution of Augmentative Communication and the Importance of Alternate Access

2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cell Phone ◽  
Handheld Devices ◽  
Alternative Communication ◽  
Access Methods ◽  
The Past ◽  
Communication Device ◽  
Internet Browser ◽  
A Cell ◽  
Development Of Language

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.

EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE

2018 ◽  
pp. 61-67
Author(s):  
D. J. Sullivan ◽  
S. Labby ◽  
A. Koptelov ◽  
S. L. Sullivan
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Communication Systems ◽  
Life Skills ◽  
Mixed Methods Study ◽  
Educational Tool ◽  
Special Educator ◽  
Communications Systems ◽  
Communication Device ◽  
Communication Devices

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

scholarly journals Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication

2017 ◽  
Vol 60 (7) ◽  
pp. 1930-1945 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Lindsay Mansfield
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Single Case ◽  
Receptive Language ◽  
Speech Disorders ◽  
Alternative Communication ◽  
Baseline Phase ◽  
Rule Based ◽  
Graphic Symbols ◽  
Graphic Symbol

Purpose This study investigated the early rule-based sentence productions of 3- and 4-year-old children with severe speech disorders who used single-meaning graphic symbols to communicate. Method Ten 3- and 4-year-olds requiring the use of augmentative and alternative communication, who had largely intact receptive language skills, received instruction in producing up to four different semantic–syntactic targets using an Apple iPad with a communication app. A single-case, multiple-probe, across-targets design was used to assess the progress of each participant and target. Generalization to new vocabulary was assessed, and a subgroup also was taught to produce sentences using grammatical markers. Results Some targets (primarily possessor-entity) were mastered in the baseline phase, and the majority of the remaining targets were mastered during intervention. All four children who completed intervention for grammatical markers quickly learned to use the markers accurately. Conclusions Expressive language potential for preschoolers using graphic symbol–based augmentative and alternative communication systems should not be underestimated. With appropriate presentation and intervention techniques, some preschoolers with profound speech disorders can readily learn to produce rule-based messages via graphic symbols.

scholarly journals Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading

2020 ◽  
Vol 29 (1) ◽  
pp. 80-100 ◽  
Author(s):  
Emily D. Quinn ◽  
Ann P. Kaiser ◽  
Jennifer R. Ledford
Keyword(s):  
Down Syndrome ◽  
Small Group ◽  
Augmentative And Alternative Communication ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Response Generalization ◽  
Multiple Probe

Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 ( M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt ( Binger, Kent-Walsh, Ewing, & Taylor, 2010 ) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538

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