Journal
JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
Volume 44, Issue 3, Pages 321-336Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.3109/13668250.2017.1326585
Keywords
Augmentative and alternative communication; school-age; adolescents; severe disability; technology
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Funding
- SBIR Phase 1 grant from the National Institutes of Health [1R43HD059231-01A1]
- National Institute on Disability and Rehabilitation Research of the U.S. Department of Education [H133E080011]
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Background: The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method: Nine students ages 8-20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and just-in-time (JIT) programming (the capability to add new contexts on the fly). Effectiveness was evaluated using a single subject multiple probe across participants design. Results: All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions: AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.
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