The Effects of an Intervention Using Low-Tech Visual Scene Displays and Aided Modeling With Young Children With Complex Communication Needs

2019 ◽  
pp. 027112141984482
Author(s):  
Nimisha Muttiah ◽  
Kathryn D. R. Drager ◽  
Bethany Beale ◽  
Hailey Bongo ◽  
Lindsay Riley
Keyword(s):  
Young Children ◽  
Visual Scene ◽  
Complex Communication Needs ◽  
Communication Needs

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

2021 ◽  
pp. 109830072098352
Author(s):  
Jennifer R. Ledford ◽  
James E. Pustejovsky
Keyword(s):  
Systematic Review ◽  
Social Competence ◽  
Young Children ◽  
Meta Analysis ◽  
Free Play ◽  
Complex Communication Needs ◽  
Training Time ◽  
Considerable Heterogeneity ◽  
Inclusive Preschool ◽  
Communication Needs

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

Videos With Integrated AAC Visual Scene Displays to Enhance Participation in Community and Vocational Activities: Pilot Case Study With an Adolescent With Autism Spectrum Disorder

2017 ◽  
Vol 2 (12) ◽  
pp. 55-69 ◽  
Author(s):  
Tara O'Neill ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Autism Spectrum Disorder ◽  
Real World ◽  
Effective Means ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Scene ◽  
Task Completion ◽  
Complex Communication Needs ◽  
Communication Needs

In order to maximize the positive outcomes of augmentative and alternative communication interventions, it is critical that interventions support the participation of individuals with complex communication needs within real-world interactions in their natural environments. A pilot case study was used to evaluate the effects of videos with integrated visual scene displays (VSDs), displayed on a tablet-based application (app), on the percent of task steps completed independently within three community and vocational activities by an adolescent with autism spectrum disorder (ASD). The results indicated noticeable gains in independent task completion and communication across contexts while using the video VSD app after only a few intervention sessions. These results provide preliminary evidence that videos with integrated VSDs may serve as an effective means to maximize independent participation and communication for individuals with complex communication needs and ASD in real-world contexts. Ultimately, this assistive technology could reduce dependence on aides (e.g., job coaches, paraprofessionals) and create increased opportunities for employment and independent participation in meaningful community activities for individuals with complex communication needs.

Effectiveness and Utility of Visual Scene Displays as Communication Supports for Adults and Children With Complex Communication Needs: Perspectives of Clinicians and Researchers

2021 ◽  
pp. 1-13
Author(s):  
Jennifer Thistle ◽  
Amber Thiessen
Keyword(s):  
Clinical Practice ◽  
Online Survey ◽  
Research Study ◽  
Visual Scene ◽  
Complex Communication Needs ◽  
Adults And Children ◽  
Similarities And Differences ◽  
Communication Needs ◽  
Initial Measure ◽  
Communication Supports

Purpose The aims of this research study were to describe the perspectives of clinicians and researchers regarding the effectiveness of visual scene displays (VSDs) as communication supports in order to inform the translation of research to clinical practice. Method An online survey was completed by 298 clinicians and nine VSD researchers. Participants rated the effectiveness of VSDs in supporting a variety of communication functions and their strength of agreement regarding statements of VSD utility. Results Regardless of population served, clinicians and researchers rated VSDs as effective at supporting a range of communication functions. Participants also tended to agree with statements of VSD utility. Conclusions The current study highlights the perceptions of clinicians and researchers regarding the uses and benefits of VSDs for adults and children with complex communication needs and provides an initial measure of the current translation of research to clinical practice. Results indicate that VSDs can be used to support a variety of communication functions and utilities; however, further work is necessary to explore additional communication functions and delineate similarities and differences of VSD uses for differing populations. Supplemental Material https://doi.org/10.23641/asha.14551344

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