Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays

2018 ◽  
Vol 34 (2) ◽  
pp. 120-132 ◽  
Author(s):  
Salena Babb ◽  
Jessica Gormley ◽  
David McNaughton ◽  
Janice Light
Keyword(s):  
Vocational Training ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
Visual Scene ◽  
Multiple Baseline ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Adolescents With Autism ◽  
Vocational Setting ◽  
Communication Needs

Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.

Teaching Preschoolers With Autism to Use Different Speech-Generating Device Display Formats During Play: Intervention and Secondary Factors

2020 ◽  
Vol 51 (3) ◽  
pp. 821-838
Author(s):  
Cindy Gevarter ◽  
Keri Horan ◽  
Jeff Sigafoos
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Autism Spectrum ◽  
Visual Scene ◽  
Alternative Communication ◽  
Play Intervention ◽  
Children With Asd ◽  
Communication Needs ◽  
Selection Of ◽  
Error Types

Purpose Children with autism spectrum disorder (ASD) and complex communication needs are increasingly taught to use tablet-based speech-generating devices (SGDs). An important issue in designing such interventions is the selection of an appropriate format for displaying vocabulary. The purpose of this study was to determine (a) whether young children with ASD can be taught to use different SGD vocabulary display formats and (b) whether there are differences across the formats on a range of secondary measures (e.g., preference and generalization). Method Five preschoolers with ASD (and prior experience with simpler aided augmentative and alternative communication) were taught to use grid and visual scene display SGDs during a play-based intervention. Acquisition of functional responding was assessed using a single-case experimental design. Secondary variables included error types, antecedents for communication, preference, and generalization. Results All participants increased their use of functional target vocabulary using both the grid and the simple visual scene display. Of the five participants, three showed similar performance with both formats, whereas two had slightly higher rates of functional responding with the grid. Individualized differences across participants and formats were apparent across secondary variables (e.g., preference, error types, generalization). Conclusions Both simple grid and visual scene displays may be viable options when teaching functional use of SGDs to children with ASD who have prior aided augmentative and alternative communication experience. Analyzing secondary variables beyond device acquisition (e.g., generalization, preference) may have implications for individualizing intervention.

scholarly journals Selecting Communicative Interventions Targets for School-Aged participants with ASD and ID: A Single-Case Experimental Design Meta-analysis

2021 ◽  
Author(s):  
Jay Ganz ◽  
James E Pustejovsky ◽  
Joe Reichle ◽  
Kimberly Vannest ◽  
Margaret Foster ◽  
...  
Keyword(s):  
Effect Size ◽  
Augmentative And Alternative Communication ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Original Research ◽  
Response Ratio ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Log Response Ratio ◽  
Communication Needs

Objective: This meta-analysis reviews the literature on communication modes, communicative functions, and types of augmentative and alternative communication (AAC) interventions for school-age participants with autism spectrum disorders and/or intellectual disabilities who experience complex communication needs. Considering potential differences related to outcomes that were targeted for intervention could help identify the most effective means of individualizing AAC interventions. Methods: We performed a systematic literature search using Academic Search Ultimate, ERIC, PsycINFO, Web of Science, and Proquest Dissertations & Theses Global to retrieve research conducted between 1978 and the beginning of 2020. Studies included in the synthesis are (a) in English; (b) has one or more participants with an intellectual delay, developmental disability(ies); (c) reported the results of an augmentative and alternative communication (AAC) intervention to supplement or replace conventional speech for people with complex communication needs; (d) was a SCED; (e) measured social-communicative outcomes. We synthesized results across studies using multi-level meta-analyses of two case-level effect size metrics, Tau and log response ratio. We conducted moderator analyses using meta-regression with robust variance estimation.Results: Across 114 included studies with 330 participants and 767 effect size, overall Tau effects were moderate, Tau = 0.72, 95% CI [0.67, 0.77], and heterogeneous. For the subset of data series where log response ratio could be estimated, the overall average effect was LRR = 1.86, 95% CI [1.58, 2.13], and effects were highly heterogeneous. There were few statistically significant differences found between moderator categories, which included communication mode, communicative function, and type of AAC implemented.Conclusions: This meta-analysis highlights the potential differences related to outcomes that were targeted for AAC interventions for individuals with ASD and IDD. AAC intervention has been shown to improve communication outcomes in this population. However, there was a lack of sufficient data to analyze for some potential moderators such as insufficient descriptive information on participant characteristics. This is likely due to the heterogeneity of the participants and implementation factors; however, these factors were frequently underreported by original study authors which disallowed systematic analysis. That said, there is a need for more detailed participant characteristic descriptions in original research reports to support future aggregation across the literature. Sponsorship: We received funding for the review from the Institute of Education Sciences.Protocol: The review protocol was registered in the PROSPERO system (CRD42018112428).

scholarly journals Naturalistic Augmentative and Alternative Communication Instruction for Practitioners and Individuals With Autism

2019 ◽  
Vol 55 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Jennifer B. Ganz ◽  
Ee Rea Hong ◽  
Elizabeth Leuthold ◽  
Valeria Yllades
Keyword(s):  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
Abstract Concepts ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Instruction ◽  
Communication Method ◽  
Communication Needs ◽  
Natural Settings ◽  
Concrete Representations

Using speech as an effective communication method is a challenge for many individuals with autism spectrum disorder (ASD). Research suggests aided augmentative and alternative communication (AAC) used with young individuals with complex communication needs (CCN) can result in improved communication quality and frequency. The effectiveness of AAC with individuals with ASD and CCN is in part due to its visual nature and utilization of concrete representations of abstract concepts, making it manageable to use. Teaching in natural settings integrates learning into their routine and benefiting individuals with ASD who tend to have difficulty generalizing learning to new situations. Blending naturalistic techniques to teach AAC with behavior techniques is an innovative way to integrate an individual’s ability to generalize with his or her need for direct teaching. This paper offers methods of implementing naturalistic techniques as a tool for practitioners to engage in communication development with individuals with ASD.

Using Video to Teach Early Language Concepts and Symbols to Children With Complex Communication Needs

2018 ◽  
Vol 41 (2) ◽  
pp. 110-122
Author(s):  
Andrea E. Huist ◽  
John W. McCarthy ◽  
Jamie B. Boster ◽  
Joann P. Benigno
Keyword(s):  
Augmentative And Alternative Communication ◽  
Multiple Baseline ◽  
Single Subject ◽  
Alternative Communication ◽  
Early Language ◽  
Complex Communication Needs ◽  
Graphic Symbols ◽  
Preliminary Study ◽  
Communication Needs ◽  
Instruction Approach

Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages in familiar contextualized scenes. However, there are currently no bridging strategies to assist children in moving from VSDs to displays incorporating discrete graphic symbols. The use of contextualized video vignettes is a potential bridge. This preliminary study implemented an intervention using video and play activities paired with a direct instruction approach to teach 10 graphic symbols of important early concepts to children with complex communication needs (CCN). A single-subject multiple baseline across subjects research design was used. Results indicated that the intervention was effective in teaching the target concepts.

Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs

2021 ◽  
pp. 154079692110362
Author(s):  
Joe Reichle ◽  
J. B. Ganz ◽  
Lauren Pierson ◽  
Daira Rodriguez
Keyword(s):  
Augmentative And Alternative Communication ◽  
Treatment Acceptability ◽  
Autism Spectrum ◽  
Communication Intervention ◽  
Treatment Intensity ◽  
Optimal Dosage ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Contextual Fit ◽  
Communication Needs

Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with learner and intervention characteristics that may moderate or mediate treatment intensity. In addition, we discuss the influence that contextual fit/treatment acceptability may have on intervention success. We also discuss the challenges created by a number of interacting variables that make determining optimal dosage for groups of individuals difficult. Finally, treatment intensity is briefly discussed in terms of its possible influence on maintenance and generalization.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

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