Preference-Enhanced Communication Intervention and Development of Social Communicative Functions in a Child With Autism Spectrum Disorder

Abstract

Individuals with autism spectrum disorder (ASD) who exhibit limited speech can learn to communicate using augmentative and alternative communication (AAC) systems. We describe the case of Ian, a 10-year-old boy with ASD who had learned to use an Apple iPod®-and iPad®-based speech-generating device (SGD) Note 1 , picture exchange (PE), and manual signing (MS) for functional communication (e.g., requesting), but had difficulty in using these AAC systems for spontaneous and socially oriented functions of communication. His difficulties were originally conceptualized as reflecting the social interaction and communication deficits characteristic of ASD. Alternatively, we suggest that the intervention did not allow for the development of more advanced communication. A preference-enhanced intervention was introduced with Ian's chosen AAC system only, that is the iPad®-based SGD. Opportunities for communication were created using highly motivating activities and behavioral strategies. Results suggest that the approach facilitated development of spontaneous and socially oriented communication.

Three children with autism spectrum disorder learn to perform a three‐step communication sequence using an iPad®‐based speech‐generating device

“…The current study aimed to replicate and extend the findings of Achmadi et al (2012), van der Meer et al (2013a), and van der Meer et al (2013b). Specifically, we evaluated the effects of an intervention aimed at teaching a multi-step and multi-function (i.e., requesting and social communication) sequence to three children with ASD.…”

“…In a second study, van der Meer et al (2013b) aimed to document the emergence of social communication in a child who had been taught to make requests using an iPad ® -based SGD. During the intervention phase, the participant learned to use the SGD to request access to preferred DVDs.…”

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

“…More recent research has further documented the effectiveness of various procedures for teaching initial functional communication repertoires to individuals with severe disabilities including autism (e.g., Duffy & Healy, 2011; Kasari et al, 2014; Olsson & Granlund, 2002; Reichle, Cooley Hidecker, Brady, & Terry, 2003; Sigafoos et al, 2008; van der Meer et al, 2014). While the approaches taken by these research studies reflect different philosophies and teaching strategies, they all emphasize an important aspect of communication intervention-establishing a repertoire of communication responses.…”

Modélisation soutenant l’inclusion numérique des personnes présentant une DI ou un TSA

“…En effet, plusieurs logiciels, applications et interfaces adaptés ont été développés afin de répondre à leurs besoins. Les bénéfices associés à l'utilisation des technologies numériques auprès d'elles sont recensés dans plusieurs études notamment sur le plan de la communication (Achmadi et al, 2012;van der Meer et al, 2014), des habiletés sociales (ConnWelch, Lahiri, Warren, & Sarkar, 2010;Lee, Obinata, & Aoki, 2014), des déplacements dans la communauté (Ayres, Mechling, & Sansosti, 2013) et de la réalisation de tâches en milieux résidentiels et de travail (Bereznak, Ayres, Mechling, & Alexander, 2012;Gentry, Kriner, Sima, McDonough, & Wehman, 2015). En somme, les technologies contribuent à l'augmentation du niveau d'autonomie dans la réalisation d'activités quotidiennes (Davies, Stock, & Wehmeyer, 2002;Sigafoos et al, 2005).…”