The Effectiveness of Augmentative and Alternative Communication Application Implementation in Improving Student with Autism Verbal Communication

Nurul Aina Nazri; Aliza Alias

doi:10.17977/um005v2i22018p095

The Effectiveness of Augmentative and Alternative Communication Application Implementation in Improving Student with Autism Verbal Communication

Nurul Aina Nazri, Aliza Alias

Abstract

Augmentative and Alternative Communication is widely used in the educational context as a learning aid for improving verbal communication among students. The aims of this research are to study the effectiveness of Augmentative and Alternative Communication implementation in improving students with autism verbal communication. This research was conducted at one of the primary school in Machang, Kelantan. 2 students with autism participate in this study as a respondent and divided into treatment group and controlled group. Pre and post-tests were conducted to collect and analyze data. Finding in this research shows there was a significant difference between the pre and post-test score in the treatment group when Augmentative and Alternative Communication application was implemented in the intervention.

Keywords

Augmentative and Alternative Communication; verbal communication; students with autism

Full Text:

PDF

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Anderson, D. K., Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., & Pickles, A. (2007). Patterns of growth in verbal abilities among children with autism spectrum disorder. Journal of consulting and clinical psychology, 75(4), 594-604.

Ganz, J. B., Hong, E. R., Goodwyn, F., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental neurorehabilitation, 18(2), 82-87.

Halliday, M. A., & Hasan, R. (1989). Language context, and text: Aspects of language in a social semiotic perspective. Deakin, Vic.: Deakin University Press.

Halliday, M. (1975). Explorations in the function of the language. London: Edward

Haynes, W. O., Pindzola, R. H., & Emerick, L. L. (2008). Diagnosis and evaluation in speech pathology. Boston: Pearson/Allyn and Bacon.

Hill, E. L., & Frith, U. (2003). Understanding autism: insights from mind and brain. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1430), 281-289.

King, A. M., Brady, K. W., & Voreis, G. (2017). “It’s blessing and a curse”: Perspectives on tablet use in children with autism spectrum disorder. Autism & Developmental Language Impairments, 2, 1-12.

Kress, G. (2012). Perspectives on making meaning: The differential principles and means of adults and children. The SAGE Handbook of Early Childhood Literacy, 55, 329-342.

Landa, R. (2007). Early communication development and intervention for children with autism. Mental retardation and developmental disabilities research reviews, 13(1), 16-25.

Light, J., & Drager, K. (2007). Augmentative And Alternative Communication technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and alternative communication, 23(3), 204-216.

Lord, C., Pickles, A., Dilavore, P. C., & Shulman, C. (1996). Longitudinal studies of young children referred for possible autism. In biannual meetings of the International Society for Research in Child and Adolescent Psychopathology.

Makin, L., Jones-Diaz, C., & McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, challenging practice. Elsevier Australia.

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509-516.

Norrelgen, F., Fernell, E., Eriksson, M., Hedvall, Å., Persson, C., Sjölin, M., & Kjellmer, L. (2015). Children with autism spectrum disorders who do not develop phrase speech in the preschool years. Autism, 19(8), 934-943.

O’malley, P., Lewis, M. E. B., & Donehower, C. (2013). Using tablet computers as instructional tools to increase task completion by students with autism. American Educational Research Association, 1-27.

Piaw, C. Y. (2014). Relationship between thinking styles and ability to pay attention of Malaysian male and female student teachers. Procedia-Social and Behavioral Sciences, 116, 4839-4843.

Pickles, A., Risi, S., & Lord, C. (2004). Trajectory of language development in autistic spectrum disorders. In Developmental language disorders (pp. 18-41). Psychology Press.

Rapin, I., & Dunn, M. (2003). Update on the language disorders of individuals on the autistic spectrum. Brain and development, 25(3), 166-172.

Robertson, S. M. (2009). Neurodiversity, quality of life, and autistic adults: Shifting research and professional focuses onto real-life challenges. Disability Studies Quarterly, 30(1).

Saracho, O. N. (2014). Theory of mind: understanding young children’s pretense and mental states. Early child development and care, 184(8), 1281-1294.

Scarborough, H. S., Neuman, S., & Dickinson, D. (2009). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. Approaching difficulties in literacy development: Assessment, pedagogy and programmes, 23-38.

Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212-230.

Stockall, N., & Dennis, L. R. (2014). Using pivotal response training and technology to engage preschoolers with autism in conversations. Intervention in School and Clinic, 49(4), 195-202.

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: the neglected end of the spectrum. Autism Research, 6(6), 468-478.

Thiemann-Bourque, K., Brady, N., McGuff, S., Stump, K., & Naylor, A. (2016). Picture exchange communication system and pals: A peer-mediated augmentative and alternative communication intervention for minimally verbal preschoolers with autism. Journal of Speech, Language, and Hearing Research, 59(5), 1133-1145.

Whitehouse, A. J., & Bishop, D. V. (2008). Cerebral dominance for language function in adults with specific language impairment or autism. Brain, 131(12), 3193-3200.

Zhang, Y. (2016). Zhang_Yu_2016_MDes_INCD_A Culturally Inclusive AAC App for Children with Autism in China. A Culturally Inclusive AAC App for Children with Autism in China.

DOI: http://dx.doi.org/10.17977/um005v2i22018p095