A Parent-Implemented Embedded AAC Intervention for Teaching Navigational Requests and Other Communicative Functions to Children with Autism Spectrum Disorder

Autor/inn/en	Gevarter, Cindy; Groll, Mariah; Stone, Erin; Medina Najar, Adriana
Titel	A Parent-Implemented Embedded AAC Intervention for Teaching Navigational Requests and Other Communicative Functions to Children with Autism Spectrum Disorder
Quelle	In: Augmentative and Alternative Communication, 37 (2021) 3, S.180-193 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gevarter, Cindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2021.1946846
Schlagwörter	Augmentative and Alternative Communication; Preschool Children; Males; Autism Spectrum Disorders; Parents as Teachers; Communication Skills; Intervention; Program Effectiveness; Rating Scales; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Autism; Autismus; Kommunikationsstil; Rating-Skala
Abstract	This study evaluated the effectiveness of an embedded naturalistic intervention for teaching augmentative and alternative communication (AAC) application responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities for their child to communicate with a grid-based AAC application during every-day routines such as play or mealtime. Communication targets included requesting objects using two-step taxonomic navigational responses, and requesting assistance, rejecting items, or making social comments/responses using a two-step message-strip response. During intervention, parents used strategies such as time delay, prompting, reinforcement, and device proximity (faded over time) to encourage target responses. Display formats and intervention targets were selected in consideration of prior dynamic assessment results. Effects of intervention were evaluated using a multiple probe across participants design. For functional navigational AAC item requesting, all three participants showed an immediate increase in responding that maintained at high levels. Functional AAC responding for other communicative purposes also increased, but at a more gradual pace. All three participants showed generalized responding when new items were added to displays, and when display pages with a larger array of folders and vocabulary items were introduced. Generalization to labeling tasks was mixed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01