Dynamic Assessment of AAC Action Verb Symbols for Children with ASD.

Autor: Gevarter C; Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA., Prieto V; Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA., Binger C; Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA., Hartley M; Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA.
Jazyk: angličtina
Zdroj: Advances in neurodevelopmental disorders [Adv Neurodev Disord] 2023 Jan 03, pp. 1-15. Date of Electronic Publication: 2023 Jan 03.
DOI: 10.1007/s41252-022-00312-3
Abstrakt: Objectives: The purpose of this study was to determine whether children with autism spectrum disorder (ASD) make progress in learning to use action verb symbols on augmentative and alternative communication (AAC) applications across different communicative functions (requesting, labeling) and instructional formats (embedded instruction, discrete trial teaching).
Methods: Four preschool-aged children completed graduated prompting dynamic assessment sessions in which they were provided with varying levels of support (e.g., models, gestures) across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video during discrete trial teaching. An adapted multielement single-case design was used to compare participants' abilities to use symbols with different levels of support across the instructional conditions and a control.
Results: Differences between instructional and control conditions were established for three participants. Three participants also reduced the levels of support they needed to use symbols in at least two instructional conditions. Although participants initially required lower levels of support (i.e., less restrictive prompts) in the requesting condition compared to labeling conditions, these differences only maintained for one participant. Across participants, differences between labeling conditions were minimal.
Conclusions: Although children with ASD can use verb symbols with low levels of support during DA, additional intervention may be needed to increase independent responding. Individual characteristics may influence success across communicative functions.
Competing Interests: Conflict of InterestThe authors declare no competing interests.
(© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
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