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Related Experiment Video

Updated: May 30, 2025

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

AAC narrative intervention for children with autism.

Norah M Almubark^1,2, Trina D Spencer³, Matthew E Foster²

¹Department of Special Education, Taibah University, Madinah, Saudi Arabia.

Augmentative and Alternative Communication (Baltimore, Md. : 1985)

|January 27, 2025

Summary

This study shows that augmentative and alternative communication (AAC) narrative intervention effectively improved storytelling skills in children with autism. Parents found the intervention feasible and beneficial for generalized AAC use.

Keywords:

AAC children with autism language narrative intervention

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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

Speech and Language Pathology
Developmental Psychology
Special Education

Background:

Augmentative and alternative communication (AAC) interventions often focus on requests, neglecting other communication functions.
There is a need for AAC interventions that enhance communication competence in diverse social and educational settings for children.
Limited research exists on AAC interventions targeting narrative skills beyond basic requesting.

Purpose of the Study:

To examine the initial efficacy and feasibility of an AAC narrative intervention.
To assess the impact of the intervention on picture-supported retelling skills in children with autism.
To evaluate the generalization of AAC use and parent perceptions of the intervention.

Main Methods:

A multiple baseline across-participants design was employed.
Three children with autism (aged 6-9) participated in the AAC narrative intervention.
Intervention effects were measured on story grammar elements, symbol variety, and generalization, with parent feasibility questionnaires.

Main Results:

The AAC narrative intervention significantly improved children's AAC retells, showing ascending trends and elevated scores post-intervention.
Story grammar element inclusion and complexity increased, alongside a greater variety of symbols used.
Parents reported the intervention as appropriate, effective, enjoyable, and planned continued use, with documented generalization.

Conclusions:

AAC narrative intervention is an effective approach for enhancing retelling skills in children with autism.
The intervention demonstrates feasibility and leads to generalized use of AAC strategies.
Future research should explore broader applications of AAC narrative interventions for communication development.