Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer

Abstract

Children with autism spectrum disorder (ASD) and limited speech are at risk for exclusion from pretend play with their peers due in part to communication difficulties. The purpose of this pilot study was to examine the effect of an intervention package, consisting of tablet-based augmentative and alternative communication technology with video visual scene displays (video VSDs) and instruction, on communication between a child with ASD and a peer with typical development across three play activities. One dyad, consisting of the child with ASD and the peer, participated in this study. A multiple probe design across three play activities was used to evaluate the effect of the intervention on the number of symbolic communicative turns taken by the participant with ASD. At baseline, this participant demonstrated minimal symbolic communication related to play activities. Following the intervention, he demonstrated an increase in symbolic communicative turns across all three play activities, with a large overall effect size. The results of this study provide preliminary support for use of a video VSD intervention to support communication for children with ASD and limited speech during pretend play with their peers.

Keywords:

• Augmentative and alternative communication (AAC)
• Autism spectrum disorder (ASD)
• Visual scene displays (VSDs)
• play
• peer interaction

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 GoVisual™ is available from Attainment Company, 504 Commerce Parkway, Verona, WI 53593, USA. www.attainmentcompany.com/govisual

2 The iPad is product of Apple Inc., 1 Apple Park Way, Cupertino, CA 95014, USA. www.apple.com/ipad/

3 The iMovie is product of Apple Inc., 1 Apple Park Way, Cupertino, CA 95014, USA. www.apple.com/ipad/

4 StudioCode is a product of Vosaic of Lincoln, NE. https://vosaic.com/

Additional information

Funding

This study was conducted by the first author in partial fulfillment of Ph.D. requirements at The Pennsylvania State University, Department of Communication Sciences and Disorders. This project was supported, in part, by funding from (a) the Penn State AAC Leadership Project, a doctoral training grant funded by the U.S. Department of Education, grant H325D170024; and (b) a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research [NIDILRR grant 90RE5017] to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). The NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this article do not necessarily represent the policy of NIDILRR, ACL, or HHS; and endorsement by the federal government should not be assumed.