![]() However, as a majority of popular AAC applications do not utilize animation for this purpose, most individuals likely only have access to static symbols (Frick et al., 2022). Animated verbs (which show movement) may be more transparent than static symbols (Fujisawa et al., 2011 Schlosser et al., 2014, 2019). Although nouns representing objects are easily depicted with static pictures, actions may be harder to represent as their meanings come from movement (Schlosser et al., 2019). Unfortunately, additional challenges to teaching AAC verb symbols exist. As verbs are part of early lexicons, the use of verb symbols amongst children with ASD should be explored. ![]() AAC vocabularies that do not include a variety of word classes may limit a child’s ability to communicate for a variety of purposes and delay the development of syntax skills (Binger et al., 2020 Laubscher & Light, 2020). For children developing typically, early words include nouns, verbs, descriptors, and social words (Laubscher & Light, 2020). To select AAC vocabulary for young children, clinicians must consider individual needs (e.g., interests and environments) and knowledge of typical development (Laubscher & Light, 2020). AAC applications often include an array of symbols (e.g., graphic pictures, photographs) that represent vocabulary items and produce speech output. Mobile technologies (e.g., iPads) with AAC applications are increasingly recommended for this population (Muharib & Alzrayer, 2018). Individual characteristics may influence success across communicative functions.Ĭhildren with autism spectrum disorder (ASD) and complex communication needs can benefit from alternative augmentative communication (AAC) systems (Muharib & Alzrayer, 2018). ConclusionsĪlthough children with ASD can use verb symbols with low levels of support during DA, additional intervention may be needed to increase independent responding. Across participants, differences between labeling conditions were minimal. ![]() Although participants initially required lower levels of support (i.e., less restrictive prompts) in the requesting condition compared to labeling conditions, these differences only maintained for one participant. Three participants also reduced the levels of support they needed to use symbols in at least two instructional conditions. ![]() Resultsĭifferences between instructional and control conditions were established for three participants. An adapted multielement single-case design was used to compare participants’ abilities to use symbols with different levels of support across the instructional conditions and a control. Methodsįour preschool-aged children completed graduated prompting dynamic assessment sessions in which they were provided with varying levels of support (e.g., models, gestures) across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video during discrete trial teaching. The purpose of this study was to determine whether children with autism spectrum disorder (ASD) make progress in learning to use action verb symbols on augmentative and alternative communication (AAC) applications across different communicative functions (requesting, labeling) and instructional formats (embedded instruction, discrete trial teaching). ![]()
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