Effects of JIT Intervention with adolescent with ASD — Presentation

Clark Knudtson at Poster

PSU Master’s student, Clark Knudtson

Knudtson, C., Holyfield, C., Caron, J., Drager, K., Light, J. (2017, March).  Effects of JIT Intervention with adolescent with ASD.  Poster presentation at the Pennsylvania Speech-Language Hearing Association (PSHA) convention in Harrisburg, PA.  [Handout]

Adolescents who are beginning communicators (i.e., use less than 50 words expressively) as a result of autism spectrum disorder (ASD) are left behind in many ways due to the misfit between their cognitive, linguistic, and motor profiles and the environment (Light, Drager, & Parsons, 2007). Augmentative and Alternative Communication (AAC) is not exempt from this criticism despite its benefits for people with limited speech, including those who are beginning communicators. The complex nature of programming and options can create a misfit between AAC technology and the beginning communicators with ASD who would benefit from it. Visual Scene Displays (VSDs) are one AAC option that appear to be less demanding for beginning communicators. Just-In-Time (JIT) programming of VSDs during communicative interactions further lessens demands by providing beginning communicators with immediate access to concepts to communicate within their environment. This study used a single case, AB design to explore the impact of an AAC app featuring VSDs with JIT programming on the frequency of turns and engagement of an adolescent with ASD.

Results suggest that introduction of the AAC mobile technology app with VSDs and JIT programming led to: (a) increased engagement (b) participation during programming and (c) the generalization of effects to JIT programming with a school professional.

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