Abstract
The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD.
Similar content being viewed by others
Notes
Examples of consumer-level hardware running special-purpose software include personal laptop computers with Speaking Dynamically Pro ®, tablet computers running Clickit! and personal laptops with Pogo Boards.
Examples of consumer-level hardware running general-purpose software include tablet computers running Microsoft Word and personal desktop or laptop computers running Microsoft Powerpoint to present dynamic displays.
These authors are involved in the design and creation of the described software project but do not receive royalties for these activities.
These authors are involved in the design and creation of the described software project but do not receive royalties for these activities.
References
Althaus, M., de Sonneville, L. M., Minderaa, R. B., Hensen, L. G., & Til, R. B. (1996). Information processing and aspects of visual attention in children with the DSM-III-R Diagnosis “Pervasive Developmental Disorder Not Otherwise Specified” (PDDNOS): II. Child Neuropsychology, 2, 17–29.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with Autism spectrum disorders. Exceptional Children, 73, 264–287.
Blischak, D. M., & Ho, K. (2000). School-based augmentative and alternative communication evaluation reports. Contemporary Issues in Communication Sciences and Disorders, 27, 70–81.
Bondy, A. S., & Frost, L. A. (1998). The picture exchange communication system. Seminars in Speech and Language, 19, 373–398.
Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acquisition of sign language by autistic children. I: Expressive labeling. Journal of Applied Behavior Analysis, 11, 489–501.
Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112–125.
Frost, L., & Bondy, A. S. (1994). PECS: The picture exchange communication system training manual. Cherry Hill, N. J.: Pyramid Educational Consultants.
Frost, L., & Bondy, A. (2002). Picture exchange communication system training manual (2nd ed.). Newark, DE: Pyramid Education Products.
Fuller, D., & Lloyd, L. L. (1990). The role of iconicity in augmentative and alternative communication symbol learning. In W. Fraser (Ed.), Key issues in mental retardation research (pp. 295–306). London: Routledge.
Fuller, D. R., Lloyd, L. L., & Schlosser, R. W. (1992). The further development of an augmentative and alternative communication (AAC) symbol taxonomy. Augmentative and Alternative Communication, 8, 67–73.
Kozleski, E. B. (1991). Visual symbol acquisition by students with autism. Exceptionality, 2, 173–194.
Light, J. C., Beukelman, D. R., & Reichle, J. (Eds.). (2003). Communicative competence for individuals who use AAC: From research to effective practice. Baltimore: Paul H. Brookes Publishing Co.
Light, J. C., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23, 204–216.
Lloyd, L. L., Fuller, D. R., & Arvidson, H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Needham Heights: Allyn & Bacon Publishing Company.
Mineo, B. A., Peischl, D., & Pennington, C. (2008). Moving targets: The effect of animation on identification of action word representations. Augmentative and Alternative Communication, 24, 162–173.
Mirenda, P., & Iacono, T. (1988). Strategies for promoting augmentative and alternative communication in natural contexts with students with autism. Focus on Autistic Behavior, 3, 1–16.
Mirenda, P., & Iacono, T. (2009). Autism Spectrum Disorders and AAC. Baltimore, MD: Paul H. Brookes.
Mirenda, P., & Locke, P. A. (1989). Comparison of symbol transparency in nonspeaking persons with intellectual disabilities. Journal of Speech and Hearing Disorders, 54, 131–140.
Quist, R. W., & Lloyd, L. L. (1997). High technology. In L. L. Lloyd, D. R. Fuller, & H. H. Arvidson (Eds.), Augmentative and alternative communication: A handbook of principles and practices (pp. 137–168). Needham Heights, MA: Allyn & Bacon.
Schlosser, R. W., & Blischak, D. M. (2001). Is there a role for speech output in interventions for persons with autism? A review. Focus on Autism and Other Developmental Disabilities, 16, 170–178.
Schlosser, R. W., Koul, R., Shane, H. C., & Luiselli, J. (2010). Do animations facilitate symbol understanding in children with autism? Grant funded by U.S. Department of Education, National Institute on Disability and Rehabilitation Research, CFDA 84.133G-1 Field-Initiated Research, 10/1/2009–9/30/2012.
Schlosser, R. W., Shane, H., Sorce, J., Koul, R., Bloomfield, E., & Debrowski, L., et al. (2010). Animation of graphic symbols representing actions and prepositions: Effects on transparency, name agreement, and identification. (manuscript under review).
Schlosser, R. W., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18, 102–123.
Schlosser, R. W., & Sigafoos, J. (2008). Communication intervention for children with Autism Spectrum Disorders. In J. L. Matson (Ed.), Autism spectrum disorders: Evidence-based assessment and intervention across the lifespan (pp. 299–325). Amsterdam, New York: Elsevier.
Schlosser, R. W., Sigafoos, J., & Koul, R. K. (2009). Speech output and speech generating devices in autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism Spectrum Disorders and AAC (pp. 141–170). Baltimore, MD: Paul H. Brookes.
Shane, H. C., & Albert, P. D. (2008). Electronic screen media for persons with autism spectrum disorders: Results of a survey. Journal of Autism and Developmental Disorders, 38, 1499–1508.
Shane, H. C., & Bashir, A. S. (1980). Election criteria for the adoption of an augmentative communication system: Preliminary considerations. Journal of Speech and Hearing Disorders, 45, 408–414.
Shane, H. C., O’Brien, M., & Sorce, J. (2009a). Use of a visual graphic language system to support communication for persons on the autism spectrum. Perspectives on Augmentative and Alternative Communication, 18, 130–136.
Shane, H., Schlosser, R. W., Sorce, J., Duggan, M., O’Brien, M., Flynn, S., et al. (2009b). The efficacy of teaching language concepts to children with autism. New Orleans, LA: Seminar presented at the national convention of the American Speech-Language-Hearing Association.
Shane, H. C., & Weiss-Kapp, S. (2008). Visual language in autism. San Diego: Plural Publishing.
Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with Autism Spectrum Disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36.
Sigafoos, J., O’Reilly, M., Ganz, J., Lancioni, G. E., & Schlosser, R. W. (2007). Assessing correspondence following acquisition of an exchange-based communication system. Research in Developmental Disabilities, 28, 71–83.
Stephenson, J. (2009). Iconicity in the development of picture skills: Typical development and implications for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 25, 187–201.
Van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., O’Reilly, M. F., & Lancioni, G. E., et al. (in press). Teaching functional use of an iPod-based speech-generating device to students with developmental disabilities. Journal of Special Education Technology.
Wendt, O. (2009). Research on the use of graphic symbols and manual signs. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 83–139). Baltimore: Paul H. Brookes.
Zangari, C., Lloyd, L. L., & Vicker, B. (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication, 10, 27–59.
Author information
Authors and Affiliations
Corresponding author
Appendix: Referenced Technology
Appendix: Referenced Technology
Hardware
-
GoTalk: Special Purpose Hardware by Attainment Company
-
DynaVox V: Special Purpose Hardware by DynaVox Mayer-Johnson.
Software
-
Boardmaker with Speaking Dynamically Pro: Special Purpose software produced by DynaVox Mayer-Johnson.
-
Clickit!: Software produced by IntelliTools®, inc.
-
First-Then: Special Purpose application by Good Karma Applications, Inc.
-
Google Images: General Purpose software by Google, available at http://images.google.com/
-
iMovie: General Purpose Software produced by Apple Inc.
-
iPad AAC software applications: http://www.miasapps.com/icomm.html
-
iPhoto: General Purpose software produced by Apple Inc.
-
Microsoft PowerPoint: General Purpose software produced by Microsoft
-
Microsoft Word: General Purpose software produced by Microsoft
-
My Choice Board: Special Purpose application: Good Karma Applications, Inc.
-
MyTalk: Special Purpose application: 2nd Half Enterprises LLC, available at http://www.mytalktools.com/pDownloadMyTalk.htm
-
PicCalendar: Special Purpose application by INZENYR LLC
-
PogoBoards: Special Purpose software produced by Talk To Me Technologies, LLC, available from: http://www.pogoboards.com
-
Proloquo2Go: Special Purpose application: AssistiveWare, available at http://www.proloquo2go.com/
-
Picassa: General Purpose software produced by Google
-
QuickTime Player: General Purpose software produced by Apple, Inc
-
Steps: Special Purpose application by Adastrasoft
-
Windows Movie Maker: General Purpose software produced by Microsoft
-
Windows Media Player: General Purpose software produced by Microsoft
-
Viking: Special Purpose software produced by Viking Software
-
Visual Immersion Program (VIP)—ALP Animated Graphics (AAG): Special Purpose software produced by Children’s Hospital Boston
-
Visual Immersion Program (VIP)—Teaching Language Concepts (TLC): Special Purpose software produced by Children’s Hospital Boston
-
Visual Immersion Program (VIP)—Video Observational Learning (VOL): Special Purpose software produced by Children’s Hospital Boston
-
YouTube: General Purpose software by Google Inc., available at http://www.youtube.com
Mobile Media Devices
-
Android: Smartphone currently owned by Open Handset Alliance (OHA)
-
Blackberry Storm: Smartphone developed by Research In Motion (RIM)
-
iPhone: Smartphone produced by Apple Inc.
-
iPad: Handheld media device by Apple Inc.
Rights and permissions
About this article
Cite this article
Shane, H.C., Laubscher, E.H., Schlosser, R.W. et al. Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders. J Autism Dev Disord 42, 1228–1235 (2012). https://doi.org/10.1007/s10803-011-1304-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10803-011-1304-z