Text-only communications may offer a research springboard for learning more complex communications and literacy skills for individuals with autism spectrum disorders utilizing AAC
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Abstract
Q 1) Prior to instruction, are there differential effects of picture symbol with paired text and text-only representations on communicating high and low imageability words through an AAC app for school-age children with ASD? 2) Is a shared, structured book-reading intervention with modeling, prompting, wait time, and social praise effective in increasing the communication of high and low imageability words in either representation condition? 3) With instruction, are there differential effects of representation condition on acquiring communication through high and low imageability words? 4) Do any changes in communication generalize to a novel AAC app, and is there any difference in generalization across representation conditions? 5) Do any changes in communication maintain over time, and is there any difference in maintenance across representation conditions? (Holyfield, 2021, p. 586)
期刊介绍：
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.
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