Examining AAC systems and a Script Based Peer-Mediated Intervention for Preschoolers with Autism

Funded by: Kansas Center for Autism Research and Training
Kathy Thiemann-Bourque, 2008-2010
Juniper Gardens Children’s Project
Life Span Institute, University of Kansas

Approximately one third to one half of children with autism do not develop functional speech (National Research Council, 2001). Alternative and augmentative communication (AAC) systems allow nonverbal children the ability to send and receive messages, and research on the effectiveness of AAC systems on increasing communication is growing (Mirenda, 2003). To date, the focus of AAC interventions for children with autism has been strictly within adult-child dyads. In inclusive preschool classrooms, it is uncommon to see peers without disabilities trained to use and communicate with their classmates with autism using the child’s AAC system. Voice output communication aides (VOCA’s) and Picture Exchange Communication Systems (PECS) are two examples of AAC systems reported to impact children’s language skills (Olive et al., 2006; Son et al., 2006). The purpose of this study is to examine the effects of a novel intervention that combines established peer-mediated strategies with VOCA or AAC instruction, on improving communication and play skills between preschool children with autism and peers without disabilities. Specifically, a script based intervention consisting of graphic and text cues will be incorporated within direct AAC instruction on use of a VOCA (Study 1) or PECS (Study 2), to measure the effects on a number of communication behaviors during typical preschool routines. Collateral changes will be measured in length of communicative turns, duration of time engaged in reciprocal play, and gains in vocabulary comprehension. In Study 1, a script-based peer-mediated intervention (PMI) will be combined with VOCA instruction for 4 children with autism and 8 peers without disabilities (2 peers per focus child). In Study 2, a second cohort (same N) will receive the same script-based PMI combined with PECS instruction. Specific aims of the project are to (1) compare the effects of each type of AAC system when used with peer training, (2) determine if the combined interventions increase communication, play, and vocabulary, and (3) socially validate outcomes through measuring changes in teacher perceptions of social competence. Long term objectives are to: (1) identify effective peer-mediated approaches for nonverbal preschoolers with autism learning to use AAC, and (2) gain pilot data to prepare an application for external federal funding. Results will provide ground-breaking knowledge on how to enhance reciprocal communication between preschool AAC users and their peers.