Translucency Ratings of Blissymbols over Repeated Exposures by Children with Autism

Abstract

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

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

“…Eleven intervention studies were identified from SSA, nine from South Africa, one from Kenya, and one from Nigeria. Studies included single subject experimental designs [Akande, ; Travis & Geiger, ], pre‐post quasi‐experimental designs [Akande, ; Bunning, Gona, Newton, & Hartley, ; Pansegrouw & Alant, ; Silver, ], within‐subjects design with repeated measures [Alant et al, ], non‐experimental descriptive group designs of medication use [Louw, Bentley, Sorsdahl, & Adnams, ; Wong et al, ], and one qualitative design [Geils & Knoetze, ]. The sample sizes for experimental studies were very small with eight of the nine non‐pharmacological intervention studies having fewer than 10 participants.…”

“…A further study incorporating parent coaching found positive changes in both mother and child skills with an adolescent with profound cognitive impairment and “autistic features” [Pansegrouw & Alant, ]. Alant et al [] described the translucency (degree to which the symbol represents its referent) ratings of Blissymbols by children with ASD over 3 consecutive exposures. Akande reported the differential effects of presentation mode on the acquisition of color labels in three children with ASD [Akande, ].…”

The importance of context in early autism intervention: A qualitative South African study

“…To date, 12 peer-reviewed manuscripts on ASD intervention have been published in sub-Saharan Africa (Akande, 1998, 1999, 2000; Alant et al, 2013; Bello-Mojeed et al, 2016; Bunning et al, 2014; Geils and Knoetze, 2008; Louw et al, 2013; Pansegrouw and Alant, 1995; Silver, 1970; Travis and Geiger, 2010; Wong et al, 2014). These studies examined a variety of therapeutic approaches (e.g.…”

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

“…Much of the early research on symbols explored how the perceptual match between graphic symbols and referents might influence children's learning of symbol meanings (Mizuko, 1987;Yovetich & Young, 1988), leading to a productive research focus on the impact of iconicity on learnability and retention of symbols (Alant, Zheng, Harty, & Lloyd, 2013;Dada, Huguet, & Bornman, 2013) and, more recently, on the impact of animation (Fujisawa, Inoue, Yamana, & Hayashi, 2011;Schlosser et al, 2012). There is now considerable evidence that symbols that are highly iconic are more easily learned and remembered, but Stephenson (2009) cautions that iconicity is, to a certain extent, in the eye of the beholder, influenced by prior experience with picture recognition and use.…”