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| Evaluating Visual Scene Display Layouts on Electronic Augmentative and Alterative Communication Systems for Young Autistic Children |
| Monday, May 26, 2025 |
| 10:00 AM–10:50 AM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: AUT/VBC; Domain: Applied Research |
| Chair: Elizabeth R. Lorah (University of Arkansas) |
| Discussant: Amarie Carnett (University of Waikato) |
| CE Instructor: Elizabeth R. Lorah, Ph.D. |
| Abstract: This symposium will present recent research on the use of visual scene displays as an alternative to traditional grid displays for high-tech augmentative and alternative communication (AAC) systems, when used with beginning AAC users, who are also autistic children. Visual scene displays offer beginning AAC users with contextually relevant scenes, that provide a digitized voice output when “hotspots” within the scene are selected. For many AAC users the inclusion of such contextually relevant information yields faster acquisition, when compared to a traditional grid display. In addition to research on visual scene displays, this symposium will also present studies that evaluate AAC use for verbal operants that including tactng and intraverbals. This research is critical as there have been recent calls for research on AAC that evaluates operants beyond the basic mand. The benefits of visual scene displays and limitations of traditional grid displays for high tech AAC will also be discussed. |
| Instruction Level: Intermediate |
| Keyword(s): AAC, Verbal Behavior, VSD |
| Target Audience: Experience with AAC and verbal behavior teaching for individuals with complex communication needs. |
Learning Objectives: 1. Describe the benefits of visual scene displays
2. Disucss the limtiations of grid displays for AAC
3. Describe strategies for AAC use beyond the basic mand |
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Using Visual Scene Displays (VSDs) to Support School Readiness Skills for Children With Developmental Disabilities |
| BRENNA R GRIFFEN (Louisiana State University-Shreveport), Elizabeth R. Lorah (University of Arkansas), Nicolette Sammarco Caldwell (The University of Arkansas) |
| Abstract: While research shows that augmentative and alternative communication intervention can effectively support communication from children with intellectual and developmental disabilities (IDD), research on its impact on school readiness skills is limited. In a series of two studies, we evaluated the effectiveness of an AAC intervention, including a high-tech AAC with a personalized color photo visual scene display (VSD) with modeling, time delay, prompting and social praise to teach two preschool aged children with IDD to respond to personal information questions and tact colors. Both objectives were consistent with the participants’ state kindergarten readiness standards. In Study 1, both participants mastered the skill of responding accurately and independently to questions, including “What is your first name?”; “What is your last name?”; and “How old are you?”. In Study 2, both participants acquired the ability to independently tact three different colors. In addition, all skills generalized to novel settings with novel instructors for both participants. These two studies demonstrate that children with IDD may begin to build communication skills that align with school readiness standards, providing them increased opportunities to participate fully and meaningfully in general education curricula upon entering kindergarten. |
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The Use of Visual Scene Displays During Shared Book Reading |
| MADISON MADDOX (University of Arkansas), Grace Morgan Booth (72701), Elizabeth R. Lorah (University of Arkansas) |
| Abstract: Augmentative and alternative communication (AAC) can play a role in cultivating initial communication skills for individuals with complex communication needs. It can come in multiple forms, such as signs, communication boards, speech generating devices, and mobile technology with AAC applications (Light, J., et. al., 2019). AAC is designed to assist individuals who have difficulty with vocal output. The purpose of the study was to compare the usage between two different communication applications during a shared activity. This study depicted a replication with a variation, looking at the frequency of turns taken and interaction among two different interventions. Phase one consisted of standard care with the participant’s own personal augmentative and alternative communication (AAC) device with Proloquo2Go that displayed a grid layout. It was customized for their own personal use. The second phase consisted of the Scene and Heard application, with a personalized visual scene display (VSD). The VSDs depicted pictures of the book pages, with different hot spots that portrayed sounds that aligned with the book when pressed. Overall, the study's results indicated it is possible to improve peer interactions among children with intellectual and developmental disabilities (IDD) without disrupting the balance in their relationships. |
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