The Use of a Visual Scene Display for the Acquisition of Manding in Young Children with Complex Communication Needs

The purpose of the study was to evaluate the use of an artificial intelligence (AI)-powered visual scene display (VSD) prototype, with a time delay, least-to-most prompting, and reinforcement in the acquisition of a mand repertoire for three preschool-aged children with complex communication needs (CCN), including those with suspected or confirmed autism diagnoses. A non-concurrent multiple baseline design across participants was used to evaluate the effects of the VSD on independent manding. All three participants' results suggest increases in independent manding following the introduction of the intervention. Brianna met the mastery criterion within nine intervention sessions, while Nick and Vera met the mastery criterion within nine and thirteen intervention sessions, respectively. Maintenance data suggested continued independent manding for two of the three participants following intervention. Results are consistent with previous research supporting the use of VSDs with young children with CCN and extend this literature by providing preliminary evidence for the use of AI-powered VSDs to support mand acquisition. Limitations of the prototype technology, clinical implications, and future directions are discussed.