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The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers With Autism

Megan Castellano
Central Susquehanna Intermediate Unit, Lewisburg, PA

Christine Gagliano
Jennifer Glynn
The Pennsylvania State University, University Park

Contact author: Kathryn Drager, Department of Communication Sciences and Disorders, Penn State University, 110 Moore Building, University Park, PA 16802. Email: kdd5{at}psu.edu

PURPOSE: The purpose of the present study was to examine the effectiveness of an instructional procedure called aided language modeling (ALM) on symbol comprehension and expression in 2 preschool children with autism who used few words functionally. ALM consists of engaging the child in interactive play activities and providing models of use of augmentative and alternative communication symbols during play.

METHOD: A multiple-baseline design across sets of symbol vocabulary was used with 2 children who had autism. Four vocabulary items were taught in each of 3 legs of the design, for each child.

RESULTS: Both participants demonstrated increased symbol comprehension and elicited symbol production. In addition, both participants demonstrated that symbol comprehension and symbol production could be maintained. For both children, performance on symbol production lagged behind rate of responses on symbol comprehension.

CONCLUSIONS: The current research presents preliminary evidence that a modeling intervention may be effective in increasing symbol comprehension and production, and may be an appropriate intervention strategy for some preschoolers with autism. Future research should continue to investigate this strategy and its effects on functional communication.

Key Words: aided language modeling, intervention, autism, augmentative and alternative communication, symbols, comprehension, production

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				K. D. R. Drager Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC Augmentative and Alternative Communication, December 1, 2009; 18(4): 114 - 120. [Abstract] [Full Text] [PDF]

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