"Two Friends Spending Time Together": The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents with Autism Spectrum Disorder

Autor/inn/en	Babb, Salena; McNaughton, David; Light, Janice; Caron, Jessica
Titel	"Two Friends Spending Time Together": The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents with Autism Spectrum Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 4, S.1095-1108 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babb, Salena) ORCID (McNaughton, David) ORCID (Light, Janice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Autism; Pervasive Developmental Disorders; Adolescents; Video Technology; Peer Relationship; Interaction; High School Students; Intervention; Program Effectiveness; Communication Skills; Interpersonal Communication; Speech Communication; Student Interests; Augmentative and Alternative Communication; Pennsylvania; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Interaktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kommunikationsstil; Interpersonale Kommunikation; Studieninteresse
Abstract	Purpose: Social interaction poses many challenges for adolescents with autism spectrum disorder (ASD) and complex communication needs. The purpose of this study was to investigate the impact of video visual scene displays (video VSDs) on communication during interactions between adolescents with ASD and peer partners. Method: This study used an across-participant multiple-baseline single-case experimental design. Four adolescents with ASD and complex communication needs were taught to use video VSDs, presented on a tablet-based app, during social interactions with peer partners in a high school setting. The video VSDs used during the interactions were selected (and programmed with vocabulary) based on the interests of the adolescent with ASD and their peer partner. Results: Following the introduction of the video VSD intervention, all four adolescents with ASD demonstrated an increase in communicative turns compared to baseline (Tau-U= 1.0, 95% CI [0.56, 1]), and all four increased in modes of communication used. Increased use of speech also was observed for the three participants who made use of speech prior to the intervention. All participants with ASD (and their peer partners) expressed an interest in continued use of the video VSD app to support social interaction. Conclusion: The use of video VSDs may be a viable option to increase the participation and communication of adolescents with ASD during social interactions with peer partners. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01