A Comparison of Differing Organizational Formats for Teaching Requesting Skills to Children with Autism
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| Title: | A Comparison of Differing Organizational Formats for Teaching Requesting Skills to Children with Autism |
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| Language: | English |
| Authors: | May M. Agius (ORCID |
| Source: | Augmentative and Alternative Communication. 2025 41(1):17-28. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Augmentative and Alternative Communication, Children, Autism Spectrum Disorders, Visual Aids, Young Children, Males, Measures (Individuals), Preferences |
| Assessment and Survey Identifiers: | MacArthur Bates Communicative Development Inventories, Autism Diagnostic Observation Schedule, Vineland Adaptive Behavior Scales |
| DOI: | 10.1080/07434618.2024.2370825 |
| ISSN: | 0743-4618 |
| Abstract: | The selection of high-tech AAC for children diagnosed with autism spectrum disorder can be a challenging process due to the vast array of options available. One of the decisions that clinicians need to make involves how vocabulary will be organized on the display. This study aimed to compare a visual scene display (VSD) with a grid display using a multiple-probe design across participants with an embedded adapted alternating treatment design. Four young children with autism spectrum disorder who were beginning communicators were recruited and taught to request preferred items using two display formats: VSD and grid layout on a mainstream tablet with an AAC app. Two of the participants achieved criterion with both displays, the other two participants failed to achieve criterion in either display. For all participants, progress was similar in both displays. The results are discussed through the lens of each participant's characteristics with suggestions for clinical decision-making. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500198 |
| Database: | ERIC |
| Abstract: | The selection of high-tech AAC for children diagnosed with autism spectrum disorder can be a challenging process due to the vast array of options available. One of the decisions that clinicians need to make involves how vocabulary will be organized on the display. This study aimed to compare a visual scene display (VSD) with a grid display using a multiple-probe design across participants with an embedded adapted alternating treatment design. Four young children with autism spectrum disorder who were beginning communicators were recruited and taught to request preferred items using two display formats: VSD and grid layout on a mainstream tablet with an AAC app. Two of the participants achieved criterion with both displays, the other two participants failed to achieve criterion in either display. For all participants, progress was similar in both displays. The results are discussed through the lens of each participant's characteristics with suggestions for clinical decision-making. |
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| ISSN: | 0743-4618 |
| DOI: | 10.1080/07434618.2024.2370825 |
