Association for Behavior Analysis International

This study evaluated the effect of a multi-phase augmentative and alternative communication (AAC) intervention package using modeling, prompting, and reinforcement on prelinguistic and linguistic partner-directed play communicative behaviors, in three preschoolers with autism spectrum disorder (ASD), using a speech-generating device (SGD). Using a multiple probe across participants design, the researchers modeled and prompted holding up a toy (prelinguistic play communication), activating the SGD button “Look” (linguistic play communication), and engaging in partner-directed gaze with the interventionist. All three participants demonstrated some increase in prelinguistic communication and partner-directed gaze, although only one met and maintained full mastery criteria for all three target behaviors. Results are discussed in terms of their contribution to AAC research involving prelinguistic and linguistic communication, and in terms of participant differences, such as prior SGD experience, size of imitation repertoire, and response to social praise, that may help account for variance in acquisition. Future directions are also discussed, including the need for further research on incorporating prelinguistic targets into SGD intervention.

The fields of Behavior Analysis and Speech and Language Pathology continually appears to argue over who is most qualified to teach individuals with communicative disabilities language. Both fields have misconceptions as to what the other does which often leads to miscommunication regarding implementation of teaching techniques. There is often a lack of communication in regards to choosing an appropriate mode of communication for non-verbal learners. There is also confusion and disagreement in terms of what skills are in each field’s scope of competence. Both Behavior Analysis and Speech and Language Pathology have years of history and research to support their methods. The purpose of this presentation is to discuss how BCBAs can collaborate with SLPs and find success for each individual they work with. To accomplish this, misconceptions about each field will be brought to the forefront, discussed, and responsibilities of each profession will be defined. Ethical considerations from both the BACB and ASHA will be discussed so Behavior Analysts are better prepared to work with SLPs, find agreement points, and what to do when there are disagreements. After all, the goal of each field is to help students learn a way to communicate effectively.