Teaching Children with Autism to Create Multi-symbol Messages on Augmentative Alternative Communication Applications During Play

摘要

Objectives Research involving the use of augmentative and alternative communication (AAC) applications on mobile technology devices for children with autism spectrum disorder (ASD) needs to expand beyond teaching simple requesting skills. Children's abilities to create multi-symbol AAC messages is one skill that can be further explored. Methods Two preschool-aged males with ASD were taught to use an AAC application to create two-symbol messages (e.g., possessor-entity, agent-action) to label play-based stimuli. Both participants had prior experience using AAC applications to request. For each participant, we implemented a multiple probes across targets design. We used matrix training to introduce different combinations of the two-word targets. Targeted responses were taught during play using an embedded instruction approach that involved modeling, time delay, and prompting. Results Both participants rapidly acquired possessor-entity targets. Results for agent-action responses were mixed. One participant showed gradual improvement with these targets, and the other showed variable performance. Conclusions This pilot study provides evidence that while children with ASD can increase their use of multi-symbol AAC messages in play contexts, some communicative targets may be more easily acquired. Factors such as motivation and prior symbol knowledge may have influenced responding. More research is needed to continue to establish effective methods for teaching advanced AAC skills to children with ASD.