What is it about?
This is a secondary analysis of how communicative functions and modalities changed for n=6 children who participated in a group design study (N=45) previously conducted by the first author (Thiemann-Bourque et al., 2018). Following SGD + modified Stay-Play-Talk training implemented by preschool staff (range of 13-18 weeks), all children showed more balanced reciprocity with peers and individual differences in how and why they communicated during exchanges. That is, SGD use was the primary communication mode; 3 children used different modalities including more speech and 3 children used primarily gestures and SGD.
Photo by Hannah Rodrigo on Unsplash
Why is it important?
This study demonstrates the promise of a peer partner SGD intervention on expanding the social communicative functions and reciprocal exchanges for preschool children with ASD and limited to no spoken communication. Both the amount and quality of interactions were improved, and confirmed by social validity reports from naïve judges. Higher levels of engagement with peers provides opportunities for young children with ASD to communicate about shared interests, follow a partner's reference, and attend to peer language models - all important to impact further gains social and language skills.
Read the Original
This page is a summary of: Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention, Journal of Speech Language and Hearing Research, January 2020, American Speech-Language-Hearing Association (ASHA), DOI: 10.1044/2019_jslhr-19-00202.
You can read the full text:
The following have contributed to this page