Book Review: Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs by Ganz, B. G., & Simpson, R. L.

2020 ◽  
Vol 45 (3) ◽  
pp. 212-214
Author(s):  
Hedda Meadan ◽  
Rebecca E. Hacker
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Complex Communication Needs ◽  
Communication Needs

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.

Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder

2018 ◽  
Vol 27 (1) ◽  
pp. 207-221 ◽  
Author(s):  
Michelle C. S. Therrien ◽  
Janice C. Light
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Peer Interaction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Complex Communication Needs ◽  
Joint Engagement ◽  
Turn Taking ◽  
Communication Needs ◽  
The Impact

PurposeThis study investigates the impact of a multicomponent intervention on the social communication and engagement of preschool children with complex communication needs (CCN) and autism spectrum disorder (ASD) and peers without disabilities.MethodFive dyads of children participated in this research. A multiple probe design across dyads was used to evaluate the effects of intervention on the frequency of communicative turns expressed by children with CCN and ASD in interactions with peers. Frequency of peer turns, percentage of turns taken by peers, and joint engagement were investigated to assess the quality of the interaction. The intervention included (a) provision of a communication app on an Apple iPad Air 2 and (b) dyadic turn-taking training.ResultsFour of the 5 participants with CCN completed training and increased independent communicative turn-taking with peers. The 5th participant showed increased turn-taking during training but little change in independent turn-taking. All peers took more turns in intervention than in baseline, with no negative impact on the turn balance between participants. Average joint engagement increased for all dyads, although session-to-session variability was high.ConclusionThe results from this study provide support for the use of this intervention to promote peer interaction for children with CCN and ASD.Supplemental Materialhttps://doi.org/10.23641/asha.5829678

Caregiver-implemented intervention for an adult with autism spectrum disorder and complex communication needs

2019 ◽  
Vol 26 (1) ◽  
pp. 1-12
Author(s):  
Ee Rea Hong ◽  
Kristi Morin ◽  
Jennifer B Ganz ◽  
Derya Genc-Tosun ◽  
Emily V Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Complex Communication Needs ◽  
Communication Needs

scholarly journals A Strategy to Support the Communication of Students With Autism Spectrum Disorder

2019 ◽  
Vol 55 (1) ◽  
pp. 32-38
Author(s):  
Sarah N. Douglas ◽  
Hope K. Gerde
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Communication ◽  
Language Therapy ◽  
Social Success ◽  
Social Communication Skills ◽  
The Social ◽  
Communication Needs

Communication is an essential skill that develops in early childhood and links to later academic and social success. However, some children, such as those with autism spectrum disorder (ASD), struggle to develop sufficient social communication skills and may require speech language therapy and targeted support from educators to achieve functional communication. Unfortunately, educators, including teachers and paraeducators, may have limited knowledge and skills to best support the social communication needs of students with ASD. Therefore, this article introduces a research-based strategy, POWR: Prepare, Offer, Wait, and Respond, that can be used by educators and peers to effectively enhance the social communication development of students with ASD. Research support and detailed guidelines regarding how communication partners (e.g., teachers, paraeducators, peers) can implement the POWR strategy are included.

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