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Socio-Communicative Behaviors Involving Minimally Speaking Autistic Preschoolers and Their Typically Developing Peers: Effects of an Augmentative and Alternative Communication Intervention Package

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Title: Socio-Communicative Behaviors Involving Minimally Speaking Autistic Preschoolers and Their Typically Developing Peers: Effects of an Augmentative and Alternative Communication Intervention Package
Language: English
Authors: Tiffany Chavers Edgar (ORCID 0000-0001-6187-6231), Ralf W. Schlosser (ORCID 0000-0002-2069-3911), Rajinder Koul (ORCID 0000-0002-1497-7563)
Source: Journal of Speech, Language, and Hearing Research. 2024 67(11):4466-4486.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: T32HD007489
Document Type: Journal Articles
Reports - Research
Descriptors: Program Effectiveness, Augmentative and Alternative Communication, Preschool Children, Autism Spectrum Disorders, Communication Skills, Generalization, Intervention, Interpersonal Relationship, Interpersonal Communication
Assessment and Survey Identifiers: Childhood Autism Rating Scale, Adaptive Behavior Scale
DOI: 10.1044/2024_JSLHR-24-00210
ISSN: 1092-4388
1558-9102
Abstract: Purpose: The purpose of this study was to examine the effectiveness of an augmentative and alternative communication (AAC) intervention package consisting of systematic instruction and aided AAC modeling with speech-output technology on the acquisition, maintenance, and generalization of socio-communicative behaviors in four minimally speaking, preschool-aged, autistic children. Method: A multiple-probe design across behaviors (i.e., initiating a request for a turn, answering questions, and commenting) replicated across participants was implemented to evaluate the effects of the intervention package on socio-communicative behaviors. Furthermore, a pretreatment and posttreatment multiple-generalization-probe design was used to assess generalization across typically developing peers who were not a part of the intervention. Maintenance data were collected 3 weeks post intervention. Results: Visual analysis, corroborated by nonoverlapping of all pairs statistics, established a strong functional relationship between the AAC intervention package and all targeted socio-communicative outcomes for two participants. For the other two participants, inconsistent intervention effects were observed. In terms of generalization from interacting with the researcher to typically developing peers, a functional relationship between the intervention and generalization outcomes for all targeted behaviors was established for only one participant (i.e., Aiden). Conclusion: The outcomes of this study suggest that aided AAC modeling and systematic instruction using a speech-output technology may lead to gains in socio-communicative behaviors in some minimally speaking, preschool-aged, autistic children.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448192
Database: ERIC
FullText Links:
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  Data: Socio-Communicative Behaviors Involving Minimally Speaking Autistic Preschoolers and Their Typically Developing Peers: Effects of an Augmentative and Alternative Communication Intervention Package
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  Data: <searchLink fieldCode="AR" term="%22Tiffany+Chavers+Edgar%22">Tiffany Chavers Edgar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6187-6231">0000-0001-6187-6231</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ralf+W%2E+Schlosser%22">Ralf W. Schlosser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2069-3911">0000-0002-2069-3911</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rajinder+Koul%22">Rajinder Koul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1497-7563">0000-0002-1497-7563</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2024 67(11):4466-4486.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 21
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  Label: Publication Date
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  Data: 2024
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Childhood+Autism+Rating+Scale%22">Childhood Autism Rating Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Adaptive+Behavior+Scale%22">Adaptive Behavior Scale</searchLink>
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  Data: 10.1044/2024_JSLHR-24-00210
– Name: ISSN
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to examine the effectiveness of an augmentative and alternative communication (AAC) intervention package consisting of systematic instruction and aided AAC modeling with speech-output technology on the acquisition, maintenance, and generalization of socio-communicative behaviors in four minimally speaking, preschool-aged, autistic children. Method: A multiple-probe design across behaviors (i.e., initiating a request for a turn, answering questions, and commenting) replicated across participants was implemented to evaluate the effects of the intervention package on socio-communicative behaviors. Furthermore, a pretreatment and posttreatment multiple-generalization-probe design was used to assess generalization across typically developing peers who were not a part of the intervention. Maintenance data were collected 3 weeks post intervention. Results: Visual analysis, corroborated by nonoverlapping of all pairs statistics, established a strong functional relationship between the AAC intervention package and all targeted socio-communicative outcomes for two participants. For the other two participants, inconsistent intervention effects were observed. In terms of generalization from interacting with the researcher to typically developing peers, a functional relationship between the intervention and generalization outcomes for all targeted behaviors was established for only one participant (i.e., Aiden). Conclusion: The outcomes of this study suggest that aided AAC modeling and systematic instruction using a speech-output technology may lead to gains in socio-communicative behaviors in some minimally speaking, preschool-aged, autistic children.
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    Identifiers:
      – Type: doi
        Value: 10.1044/2024_JSLHR-24-00210
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 4466
    Subjects:
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Augmentative and Alternative Communication
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Communication Skills
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      – SubjectFull: Generalization
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      – SubjectFull: Intervention
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Childhood Autism Rating Scale
        Type: general
      – SubjectFull: Adaptive Behavior Scale
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    Titles:
      – TitleFull: Socio-Communicative Behaviors Involving Minimally Speaking Autistic Preschoolers and Their Typically Developing Peers: Effects of an Augmentative and Alternative Communication Intervention Package
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            NameFull: Tiffany Chavers Edgar
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