Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

Nicole Talkington*, T. F. McLaughlin**, K. Mark Derby***, Alison Clark****
* Teaches Preschool in the Ritzville Public Schools.
**-*** Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane.
**** Assist teacher for West Valley Public Schools.
Periodicity:March - May'2013
DOI : https://doi.org/10.26634/jsch.8.4.2247

Abstract

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip ‘n Talk device, with a preschool student with developmental delays.  Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. . The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

Keywords

AAC, Multiple Baseline Design, Functional Communication, Developmental Delay, Preschooler, Flip n’ talk, ASD.

How to Cite this Article?

Talkington,N.T.F., Mclaughlin, K. , Derby,M and Clark,A. (2013). Using An Augmentative And Alternative Communication Device To Teach A Preschooler With Developmental Delays To Request Assistance And Seek Attention.i-manager’s Journal on School Education Technology, 8(4), 16-21. https://doi.org/10.26634/jsch.8.4.2247

References

[1]. Armstrong, B., McLaughlin, T. F., Clark, A., & Neyman, J. (2012). A case report: using augmentative and alternative communication to teach a preschool student with autism to respond and request appropriately. International Journal of Brain and Cognitive Sciences, 1(4), 26-29. Retrieved from: http://www.sapub.org/journal/amsandscope.aspx?journalid=1025
[2]. Barlow, D. H., Nock, M., & Hersen, M. (2008). Single case research designs: Strategies for studying behavior change (3rd ed.). New York, NY: Allyn and Bacon.
[3]. Boardmaker® (n.d.). Pittsburg, PA: DynaVox Mayer- Johnson.
[4]. Cook, R. E., Klein, D. M., & Tessier, A. (2008). Autism: Adapting early childhood curricula for children with special needs. Upper Saddle River, NJ: Pearson Education, Inc.
[5]. Dundon, M., McLaughlin, T. F., Neyman, J., & Clark, A. (in press). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an ipad with a 5-year-old student with autism spectrum disorder. Educational Research International, 2(4). Retrieved from: http://www.erint.savap.org.pk/nextissue.html.
[6]. Flip n' Talk (n.d.) Pittsburg, PA: DynaVox Mayer-Johnson.
[7]. W. D., Cynthia, A. L., & Vittemberga, G. L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Intervention, 3, 194-198.
[8]. Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication in children with characteristics of autism. Journal of Autism and Devlopmental Disorders, 34, 395-409.
[9]. Single case research designs: Methods for clinical and applied settings (2nd ed.) New York, NY: Oxford University Press.
[10]. McLaughlin, T. F. (1983). An examination and evaluation of single subject designs used in behavior analysis research in school settings. Educational Research Quarterly, 7, 35-42.
[11]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck, S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. P. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134
[12]. Mirenda, P. (2009). Introduction to AAC for individuals with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 3-22). Baltimore: Paul H. Brookes.
[13]. Prizant, B. M., & Wetherby, A. M. (2005). Critical considerations in enhancing communication abilities for persons with autism spectrum disorders. In F. Volkmar, A. Klin, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (3rd. ed.). Baltimore, MD: Paul H. Brookes.
[14]. Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A, C., & Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment; Volume II Program planning and intervention. Baltimore, MD: Paul H. Brookes Publishing.
[15]. Prizant, B. M., Wetherby, A., M., Rubin, E., & Laurent, A, C. (2010). The SCERTS Model. In K. Siri & T. Lyons (Eds.), Cutting-edge therapies for autism: 2010-2011. New York: Skyhorse Publishing.
[16]. Prizant, B. M., Wetherby, E. R., Laurent, A. C., & Rydell, P. J. (2006). Social communication. The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore: Paul H. Brookes Publishing Co.
[17]. Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS Model: A transactional, familycentered approach to enhancing communication and socio-emotional abilities of children with autism spectrum disorder. Journal of Infants and Young Children, 16, 296- 316.
[18].C., & Rydell, P. J. (2002). The SCERTS model: Enhancing communication and socio-emotional abilities of children with Autism Spectrum Disorders. Jenison Autism Journal, 14(4), 2-19.
[19]. Rubin, E., Laurent, A., Prizant, B. M. & Wetherby, A. (2009). AAC and the SCERTS® Model: Incorporating AAC within a comprehensive, multidisciplinary educational program. In P. Mirenda & T. Iacono (Eds.). AAC and autism. Baltimore, MD: Paul H. Brookes.
[20]. Shouse, H., Weber, K. P., McLaughlin, T. F., & Riley, S. (2012). The effects of model, lead, and test and a reward to teach a preschool student with a disability to identify colors. Academic Research International, 2(1), 477-483.Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A.
[21]. Smith, T. (2001). Discrete trial training in autism. Focus i-manager’s on Autism and other Developmental Disabilities, 16(2), 86- 92.
[22]. Wasson, K., McLaughlin, T. F., Derby, K. M., & Clark, A. (2013). The effects of using functional communication training and verbal imitation to teach two preschool students with developmental delays the word “help.” International Journal of English and Education, 2(2), 570- 578. Retrieved from: Retrieved from: http://www.ijee.org/.
[23]. Williams, B. F., & Williams, R. L. (2011). Effective programs for treating autism spectrum disorder: Applied behavior analysis models. New York, NY: Routledge.
[24]. Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.