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What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?

Turner, Maribeth Lynn
http://orcid.org/0000-0001-7156-2690
http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

Abstract Details

2018, Master of Arts, Ohio State University, Speech and Hearing Science.
Context: Guidelines for best practice for speech and language interventions for minimally verbal preschoolers diagnosed with ASD have not been well established. Objective: To systematically review and analyze the current evidence on AAC and preschoolers with ASD through a hypothetical case study and a systematic review. Data Sources: A systematic review of English language articles using EBSCOhost databases from (2000-2018). Databases included Academic Search Complete, Academic Search Premier, CINAHL Plus with Full Text, ERIC, Health Source: Consumer Edition, Health Source Nursing/Academic Edition, MEDLINE with Full Text, and PsychINFO and were limited to peer-reviewed scholarly publications. Additional studies were identified by hand searching the bibliographies of literature reviews and studies found from the search. Search terms included alternative and augmentative communication or AAC, early intervention” and “autism spectrum disorders or autism or ASD”. Study Selection: Selection included only experimental designs and systematic reviews of moderate to high quality as designated by SCED, PEDRO or PRISMA ratings. Meta-analysis included only single case experimental designs that equivalently compared more than one mode of communication. Data Extraction: The author extracted raw data by modality from the results of the 10 comparison studies and used the TAU-U measure of effect size to meta-analyze the data and identify the most effective modalities. Data Synthesis: Data from the comparison studies indicated high moderate size for the picture exchange communication system Tau = 0.78 [90% CI:0.51, 1.0], high moderate for other picture-based communication modes Tau = 0.77 [90% CI: 0.58, 0.95], moderate for speech generating devices Tau= 0.72 [90% CI: 0.57, 0.84], and very low for manual sign Tau = 0.40 [90% CI: 0.24, 0.65] Conclusions: The evidence reviewed here indicates the best chances of finding a system of functional communication for preschoolers with ASD is to implement a focused, concurrent multi-modal approach involving both trained speech language therapists and natural communication partners (e.g., parents, peers, and teachers).
Rebecca McCauley (Advisor)
Amy Sonntag (Committee Member)
119 p.
Behavioral Sciences; Education; Speech Therapy
AAC; alternative and augmentative communication; autism; early intervention; preschool; ASD; autism spectrum disorder; comparison; Speech Generating Device; communication partner intervention; functional communication

Recommended Citations

Citations

  • Turner, M. L. (2018). What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders? [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

    APA Style (7th edition)

  • Turner, Maribeth. What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders? 2018. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

    MLA Style (8th edition)

  • Turner, Maribeth. "What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?" Master's thesis, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

    Chicago Manual of Style (17th edition)

osu1531761926504047
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This open access ETD is published by The Ohio State University and OhioLINK.