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.
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 Outcome 1: Describe major elements of the study design
Learner Outcome 2: Discuss the authors conclusions
Learner Outcome 3: Identify possible implications for practice