Children's preference for and use of three different Augmentative and Alternative Communication systems

Introduction: Three common alternative methods of communication for children with Autism are: (a) manual signs, (b) picture-exchange communication, and (c) use of an electronic speech-generating device, such as an iPad used as... [ view full abstract ]

Introduction: Three common alternative methods of communication for children with Autism are: (a) manual signs, (b) picture-exchange communication, and (c) use of an electronic speech-generating device, such as an iPad used as a speech-generating device. The specific objectives of this research programme were to compare children’s preference for and use of these three methods of communication.
Methodology: Thirty-one children aged from 4 to 13 years with autism and/or a closely related neurodevelopmental disorder participated in a series of single case experimental design studies. Assessment, intervention, and follow-up procedures were aimed at: (a) teaching children to use each communication method, (b) comparing which communication method was learnt fastest, and (c) determining which communication method, if any, a child preferred to use via the application of a choice-making preference assessment.
Results: Results indicated that all children showed progress in learning to use at least one of the three communication methods to a high level of proficiency. Results from the preference assessments indicated that in the majority of these choice-making assessment opportunities (89%), children did in fact make a choice for one of the three communication methods.
Conclusions: The findings suggest that children with Autism and little or no speech are able to use at least one of the 3 communication modes and to make choices that seem to provide a valid indication of their preferences. Findings indicate that the choice-making paradigm used might represent a viable approach for enabling children with Autism to exert a degree of self-determination.

The research described received ethical clearance from Victoria University of Wellington's human ethics committee, parents of children in the study received full study information and provided informed consent. All participant... [ view full abstract ]

The research described received ethical clearance from Victoria University of Wellington's human ethics committee, parents of children in the study received full study information and provided informed consent. All participant information was de-identified and pseudonyms allocated prior to analysis and publication.
The research project was supported by a grant from New Zealand's Royal Society Marsden fund.