TY - JOUR
T1 - Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays
AU - Babb, Salena
AU - Gormley, Jessica
AU - McNaughton, David
AU - Light, Janice
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by funding from the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (the RERC on AAC), funded by grant #90RE5017 from the National Institute on Disability, Independent Living, and Rehabilitation (NIDILRR) within the Administration for Community Living (ACL) of the U.S. Department of Health and Human Services (HHS). In addition, Jessica Gormley was supported by the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #H325D170024.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/6/1
Y1 - 2019/6/1
N2 - Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.
AB - Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.
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U2 - 10.1177/0162643418795842
DO - 10.1177/0162643418795842
M3 - Article
AN - SCOPUS:85060182107
SN - 0162-6434
VL - 34
SP - 120
EP - 132
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
IS - 2
ER -