AAC Modeling Intervention on Expressive Language in School-age Children with ASD — Presentation

Finke, E.H. (November 16, 2012). Effects of an AAC Modeling Intervention on Expressive Language in School-age Children with ASD.  Presentation at ASHA in Atlanta, GA. 

This study investigated the efficacy of aided AAC modeling for teaching communication for the function of joint attention and multi-symbol messages to school age children with ASD who use AAC during a book reading activity.  To provide an aided AAC model the researcher: a) touched a combination of two symbols on the child’s aided AAC communication system, b) allowed the AAC system to provide the label for the selected items, and c) provided a spoken model of the message.  Data are ongoing.  Results to date will be presented and discussed.

Abstract:

This study investigated use of aided AAC modeling for teaching multi-symbol messages to children with ASD who use AAC during a book reading interaction. Six children between the ages of 8 and 12 years were the participants in this study. Intervention procedures and results will be presented and discussed.

Learner Outcomes:

Learner Outcome 1:  Describe major elements of the study design

Learner Outcome 2:  Discuss the authors conclusions

Learner Outcome 3:  Identify possible implications for practice

A related discussion was also presented at the 15th Biennial Conference of the International Society for augmentative and Alternative Communication (ISAAC) in Pittsburgh, PA.   [Handout]

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