A multi-phase assessment for selecting an augmentative and alternative communication modality

Abstract

Children with autism, who have limited speech, are often candidates for augmentative and alternative communication (AAC) modalities to learn basic mands. However, few studies have evaluated the assessment of AAC modalities. We report on the results of an evidenced-based multi-phase assessment, with a focus on choice as a foundational element, to evaluate modality selection, comparison, and acquisition for six children with autism. Assessment procedures involved using an indirect assessment that evaluated environments and the caregiver’s preference as a listener. The results of the indirect assessment informed the experimental evaluation of learner acquisition and preference for a modality. Findings indicate that the assessment process is relatively quick, the child participants did demonstrate a preference for a mand modality, and the child participants were able to meet mastery criteria for the use of the initial mand. Results point to a potentially useful approach for assessing AAC modalities for young children with autism.