The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism

This classroom intervention describes a nonverbal and behaviorally and cognitively challenged adolescent with autism who participates in a data-based, total immersion, augmentative communication intervention. Using a natural aided language approach and picture communication boards, the student was provided with intense visual-paired-with-verbal-language input in each activity and environment of his school day. Without training or prompting, the young man's picture language receptive and expressive vocabulary increased during the intervention. In addition, his positive behaviors increased. The increases in communication and positive behaviors dramatically altered the classroom staff's perception of the student, and as a result, his curriculum and IEP were made more complex, academic, and challenging.

[1]  G. S. MacDuff,et al.  Teaching children with autism to use photographic activity schedules: maintenance and generalization of complex response chains. , 1993, Journal of applied behavior analysis.

[2]  J C Burke,et al.  Stimulus complexity and autistic children's responsivity: Assessing and training a pivotal behavior , 1990, Journal of autism and developmental disorders.

[3]  Lori Frost,et al.  The picture exchange communication system : training manual , 2002 .

[4]  Dona G. Icabone,et al.  Vineland Adaptive Behavior Scales , 1999 .

[5]  P. Mirenda.  Supporting individuals with challenging behavior through functional communication training and AAC: research review , 1997 .

[6]  L. J. Hall.  Promoting Independence in Integrated Classrooms by Teaching Aides to Use Activity Schedules and Decreased Prompts. , 1995 .

[7]  H. Peak.  Mental Measurement of Preschool Children with a Guide for the Administration of the Merrill-Palmer Scale of Mental Tests. , 2022 .

[8]  B. Hart,et al.  Incidental teaching of language in the preschool. , 1975, Journal of applied behavior analysis.

[9]  P. J. Krantz,et al.  Programming participation in family activities for children with autism: parents' use of photographic activity schedules. , 1993, Journal of applied behavior analysis.

[10]  E. Schopler,et al.  Individualized assessment and treatment for autistic and developmentally disabled children , 1990 .

[11]  L. Koegel,et al.  A natural language teaching paradigm for nonverbal autistic children , 1987, Journal of autism and developmental disorders.

[12]  W. Sailor,et al.  Using a Behavior Chain Interruption Strategy to Teach Communication Skills to Students with Severe Disabilities , 1985 .

[13]  Ilene S. Schwartz,et al.  The Picture Exchange Communication System , 1998 .

[14]  J. Sigafoos,et al.  Functional Communication Training for the Treatment of Multiply Determined Challenging Behavior in Two Boys with Autism , 1996, Behavior modification.

[15]  K. Pierce,et al.  Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. , 1994, Journal of applied behavior analysis.

[16]  J. Clarke.  The Aggressive Behaviour of the Vole , 1956 .

[17]  A. Bondy,et al.  The Picture Exchange Communication System , 2001, Behavior modification.

[18]  Andrew S. Bondy,et al.  Effects of altering communicative input for students with autism and no speech: Two case studies , 1995 .

[19]  G. Kanjilal.  Psychological Experiments with Autistic Children , 1970, Mental Health.

[20]  D. Baer,et al.  Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children. , 1981, Journal of applied behavior analysis.

[21]  R. Koegel,et al.  The influence of child-preferred activities on autistic children's social behavior. , 1987, Journal of applied behavior analysis.

[22]  Caroline Ramsey Musselwhite,et al.  Communication programming for persons with severe handicaps: Vocal and augmentative strategies , 1988 .

[23]  Eric Schopier,et al.  Teaching Spontaneous Communication to Autistic and Developmentally Handicapped Children , 1988 .

[24]  S. Harris,et al.  The Stanford Binet Profiles of Young Children with Autism , 1991 .

[25]  J. Cafiero.  Communication Power for Individuals with Autism , 1998 .