Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park.
Lang Speech Hear Serv Sch. 2022 Oct 6;53(4):1101-1116. doi: 10.1044/2022_LSHSS-21-00136. Epub 2022 Aug 11.
Children with autism spectrum disorder (ASD) are at risk for exclusion from play with their peers due to difficulty with communication skills. Video augmentative and alternative communication (AAC) technology has the potential to support communication within the context of play using videos with integrated visual scene displays. This study investigated the effect of a video AAC intervention on the number of turns in which children with ASD demonstrated symbolic communication during interactions with a peer without disabilities. Maintenance of skills, generalization to untrained play scenarios, and stakeholder perceptions of the video AAC technology were also investigated.
This study used a single-case, multiple-probe design across participant dyads. It included baseline, intervention, maintenance, and generalization phases. Six children with ASD and six peers participated in the study.
All six participants with ASD demonstrated an increase in the number of turns in which they demonstrated at least one symbolic communication act following intervention, although one participant demonstrated variability in baseline performance, making it difficult to draw conclusions. Results provide preliminary evidence that instruction with video AAC technology can support communication for children with ASD during play interactions with peers.
自闭症谱系障碍（ASD）儿童由于沟通技能的困难，有被同伴排斥在游戏之外的风险。视频增强和替代沟通（AAC）技术具有通过使用带有集成视觉场景显示的视频在游戏情境中支持沟通的潜力。本研究调查了视频 AAC 干预对自闭症儿童在与无残疾同伴互动时表现出象征性沟通的回合数的影响。还研究了技能的维持、对未训练的游戏场景的泛化以及利益相关者对视频 AAC 技术的看法。
本研究使用了参与者对之间的单个案例、多个探针设计。它包括基线、干预、维持和泛化阶段。六名自闭症儿童和六名同伴参加了这项研究。
所有六名自闭症儿童在干预后都表现出至少一个象征性沟通行为的回合数增加，尽管有一名参与者在基线表现上表现出变异性，使得难以得出结论。结果提供了初步证据，表明视频 AAC 技术的指导可以在自闭症儿童与同伴的游戏互动中支持他们的沟通。
