Text-only communications may offer a research springboard for learning more complex communications and literacy skills for individuals with autism spectrum disorders utilizing AAC

Abstract

Q 1) Prior to instruction, are there differential effects of picture symbol with paired text and text-only representations on communicating high and low imageability words through an AAC app for school-age children with ASD? 2) Is a shared, structured book-reading intervention with modeling, prompting, wait time, and social praise effective in increasing the communication of high and low imageability words in either representation condition? 3) With instruction, are there differential effects of representation condition on acquiring communication through high and low imageability words? 4) Do any changes in communication generalize to a novel AAC app, and is there any difference in generalization across representation conditions? 5) Do any changes in communication maintain over time, and is there any difference in maintenance across representation conditions? (Holyfield, 2021, p. 586)