A IDED L ANGUAGE M ODELING AND R EQUESTING B EHAVIOR IN T WO P RESCHOOL C HILDREN W ITH A UTISM L AURA C OLGAN, B. S.; T RINA B ECKER, M.S.; T INA K. V EALE, P H.D. E ASTERN I LLINOIS U NIVERSITY Selected References Drager, K. D. R., Postal, V. J., Caroolus, L. (2006). The effect of aided language modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15, Glennen, S. L., DeCoste, D. C. (1997). Handbook of augmentative and alternative communication. San Diego, CA: Singular Publishing Group, Inc. Goossens, C., Crain, S. S., Elder, P. S. (1999). Engineering the preschool environment for interactive symbolic communication: 18 months to 5 years developmentally. Birmingham, AL: Southeast Augmentative Communication Conference Publications. Hale, C. M. (2005). Brief report: The relationship between discourse deficits and autism symptomatology. Journal of Autism and Developmental Disorders, 35, Sevick, R. A., Romski, M. A., Watkins, R. V., Deffebach, K. P. (1995). Adult partner- augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). American Speech-Language-Hearing Association, 38, Subjects Twin girls with moderate to severe autism Age 5 years, 7 months Limited to no functional speech Normal hearing and vision acuity Established AAC users Subjects Twin girls with moderate to severe autism Age 5 years, 7 months Limited to no functional speech Normal hearing and vision acuity Established AAC users Research Questions Is aided language modeling (ALM) effective in teaching preschool children with autism to produce four-symbol requests on an AAC device? Is ALM effective in teaching preschool children with autism to decrease the production of partial requests on an AAC device? Is ALM effective in decreasing the number of prompts necessary for AAC users to make requests? Participant 1: Partial and Full Responses Participant 2: Partial and Full Responses Participant 1: Spontaneous vs. Prompted Responses Participant 2: Spontaneous vs. Prompted Responses Introduction Children with autism lack many essential skills required for effective interpersonal communication (Hale, 2005). Augmentative and alternative communication (AAC) systems can compensate for the impairment and disability patterns of individuals with severe expressive communication disorders (Glennen & DeCoste, 1997). Children using AAC systems develop language differently than verbal communicators (Goossens, Crain, & Elder, 1999; Sevick, Romski, Watkins, & Deffebach, 1995). Language development in AAC users requires communication partners to illustrate the functional and interactive uses of the AAC system (Goossens, Crain, & Elder, 1999; Sevick, Romski, Watkins, & Deffebach, 1995). Aided language modeling (ALM) is an intervention strategy for AAC users that engages the child in interactive play and involves models of simultaneous vocalization and functional usage of AAC symbols (Drager, Postal, & Carrolus, 2006). Drager et. al (2006) found ALM to be an effective intervention to increase symbol production and comprehension, as well as maintaining the production and comprehension skills developed with the intervention strategy for two preschoolers with autism. Introduction Children with autism lack many essential skills required for effective interpersonal communication (Hale, 2005). Augmentative and alternative communication (AAC) systems can compensate for the impairment and disability patterns of individuals with severe expressive communication disorders (Glennen & DeCoste, 1997). Children using AAC systems develop language differently than verbal communicators (Goossens, Crain, & Elder, 1999; Sevick, Romski, Watkins, & Deffebach, 1995). Language development in AAC users requires communication partners to illustrate the functional and interactive uses of the AAC system (Goossens, Crain, & Elder, 1999; Sevick, Romski, Watkins, & Deffebach, 1995). Aided language modeling (ALM) is an intervention strategy for AAC users that engages the child in interactive play and involves models of simultaneous vocalization and functional usage of AAC symbols (Drager, Postal, & Carrolus, 2006). Drager et. al (2006) found ALM to be an effective intervention to increase symbol production and comprehension, as well as maintaining the production and comprehension skills developed with the intervention strategy for two preschoolers with autism. Data for Each Participant Methodology ABA single subject design Clinicians modeled 30 four-symbol requests on AAC device per set Partial and full responses made by the subjects were recorded Prompts used to elicit responses were recorded Baseline and withdrawal conditions were implemented before and after intervention Inter-observer agreement calculated for 24% of the sets for Participant 1 (86%) and 21% of the sets for Participant 2 (91%) Responses Partial Response – Uses device to make request using 1-3 symbols Full Response – Uses device to make request using 4 symbols Prompted Response – “What do you want?” “Show/Tell me.” Spontaneous Response – No prompt before request Conclusions Aided language modeling was effective in teaching four-symbol requests in both subjects. Both subjects increased the number of responses using four symbols and decreased the number of responses using one to three symbols. Aided language modeling was not effective in increasing the amount of spontaneous requests for both subjects. Aided language modeling was not effective in decreasing the amount of prompts for both subjects. Conclusions Aided language modeling was effective in teaching four-symbol requests in both subjects. Both subjects increased the number of responses using four symbols and decreased the number of responses using one to three symbols. Aided language modeling was not effective in increasing the amount of spontaneous requests for both subjects. Aided language modeling was not effective in decreasing the amount of prompts for both subjects. Strengths and Limitations Strengths: Controlled for researcher bias; controlled for Hawthorne effect; inter-observer agreement Limitations: Low number of subjects; possible error in data collection by two clinicians Need for Future Research What would results indicate given larger number of subjects? What are the effects of ALM upon other communicative functions in children with autism? How does ALM affect functional communication in children with other types of developmental disabilities? Need for Future Research What would results indicate given larger number of subjects? What are the effects of ALM upon other communicative functions in children with autism? How does ALM affect functional communication in children with other types of developmental disabilities?