The use of graphic symbols forms an integral part of augmentative and alternative communication (AAC) strategies, particularlyfor pre-literate children. Although some studies have indicated that typically developing children and those with autism are able tolearn symbol meanings with multiple exposures to graphic symbols, little is known about how children with autism rate the degreeto which the symbol represents its referent (translucency) with repeated exposures. The purpose of this study was to describethe translucency ratings of children with autism over three consecutive exposures. Twenty-two children with autism participatedin a Blissymbol translucency task that included 40 symbols. The Blissymbol task was modifi ed from Bornman, Alant, and duPreez (2009), who explored the translucency of Blissymbols with typically developing children. Findings of this study indicatedstatistically signifi cant differences in total translucency ratings of the Blissymbols by the children with autism between Day 1and Day 3 (medium effect size) with Day 3 yielding more positive ratings than Day 1. No single Blissymbol showed statisticallysignifi cant differences over the days. Findings are interpreted and further implications for research are discussed.
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