AAC intervention package (Edgar et al., 2024)

Purpose: The purpose of this study was to examine the effectiveness of an augmentative and alternative communication (AAC) intervention package consisting of systematic instruction and aided AAC modeling with speech-output technology on the acquisition, maintenance, and generalization of socio-communicative behaviors in four minimally speaking, preschool-aged, autistic children.

Method: A multiple-probe design across behaviors (i.e., initiating a request for a turn, answering questions, and commenting) replicated across participants was implemented to evaluate the effects of the intervention package on socio-communicative behaviors. Furthermore, a pretreatment and posttreatment multiple-generalization-probe design was used to assess generalization across typically developing peers who were not a part of the intervention. Maintenance data were collected 3 weeks post intervention.

Results: Visual analysis, corroborated by nonoverlapping of all pairs statistics, established a strong functional relationship between the AAC intervention package and all targeted socio-communicative outcomes for two participants. For the other two participants, inconsistent intervention effects were observed. In terms of generalization from interacting with the researcher to typically developing peers, a functional relationship between the intervention and generalization outcomes for all targeted behaviors was established for only one participant (i.e., Aiden).

Conclusion: The outcomes of this study suggest that aided AAC modeling and systematic instruction using a speech-output technology may lead to gains in socio-communicative behaviors in some minimally speaking, preschool-aged, autistic children.

Supplemental Material S1. An example script for intervention for initiating a request for a turn, answering questions, and commenting during a sticker book activity.

Supplemental Material S2. Procedural reliability checklist for baseline phase: initiating requests behavior.

Supplemental Material S3. Procedural reliability checklist for baseline phase: answering questions behavior.

Supplemental Material S4. Procedural reliability checklist for baseline phase: commenting behavior.

Supplemental Material S5. Procedural reliability checklist for intervention phase: initiating requests behavior.

Supplemental Material S6. Procedural reliability checklist for intervention phase: answering questions behavior.

Supplemental Material S7. Procedural reliability checklist for intervention phase: commenting behavior.

Supplemental Material S8. Procedural reliability checklist for generalization phase: initiating requests behavior.

Supplemental Material S9. Procedural reliability checklist for generalization phase: answering questions behavior.

Supplemental Material S10. Procedural reliability checklist for generalization phase: commenting behavior.

Chavers Edgar, T., Schlosser, R. W., & Koul, R. (2024). Socio-communicative behaviors involving minimally speaking autistic preschoolers and their typically developing peers: Effects of an augmentative and alternative communication intervention package. Journal of Speech, Language, and Hearing Research, 67(11), 4466–4486. https://doi.org/10.1044/2024_JSLHR-24-00210