Effect of Video Augmentative and Alternative Communication Technology on Communication during Play with Peers for Children with Autism Spectrum Disorder

Autor/inn/en	Laubscher, Emily; Barwise, Allison; Light, Janice
Titel	Effect of Video Augmentative and Alternative Communication Technology on Communication during Play with Peers for Children with Autism Spectrum Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 4, S.1101-1116 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laubscher, Emily) ORCID (Light, Janice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Augmentative and Alternative Communication; Video Technology; Peer Relationship; Autism Spectrum Disorders; Communication Skills; Intervention; Elementary School Students; Nonverbal Communication; Students with Disabilities; Toys; Play; Teacher Attitudes; Pennsylvania; MacArthur Bates Communicative Development Inventories; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Autism; Autismus; Kommunikationsstil; Non-verbal communication; Nonverbale Kommunikation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Toy; Spielzeug; Spiel; Lehrerverhalten
Abstract	Purpose: Children with autism spectrum disorder (ASD) are at risk for exclusion from play with their peers due to difficulty with communication skills. Video augmentative and alternative communication (AAC) technology has the potential to support communication within the context of play using videos with integrated visual scene displays. This study investigated the effect of a video AAC intervention on the number of turns in which children with ASD demonstrated symbolic communication during interactions with a peer without disabilities. Maintenance of skills, generalization to untrained play scenarios, and stakeholder perceptions of the video AAC technology were also investigated. Method: This study used a single-case, multiple-probe design across participant dyads. It included baseline, intervention, maintenance, and generalization phases. Six children with ASD and six peers participated in the study. Results and Conclusions: All six participants with ASD demonstrated an increase in the number of turns in which they demonstrated at least one symbolic communication act following intervention, although one participant demonstrated variability in baseline performance, making it difficult to draw conclusions. Results provide preliminary evidence that instruction with video AAC technology can support communication for children with ASD during play interactions with peers. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01