The communication choices of students with autism spectrum disorder who are nonverbal.

The development of technology has seen the arrival of powerful tools that can enhance communication for individuals with Autism Spectrum Disorder (ASD). Smartphone and tablet technologies are readily available, portable, and changing the way we all work, learn, socialise and play. These devices also have the capability to function as Speech Generating Devices (SGDs) to support children and adults who experience significant communication challenges (McNaughton & Light, 2013). There is considerable debate about which of the three relatively common Augmentative Alternative Communication (AAC) options; manual signs (MS), picture exchange (PE) or iPad®, iPod® speech generating device (SGD), are best suited to the needs of students with ASD and who are nonverbal (van der Meer, Sigafoos, O'Reilly, & Lancioni, 2011). Finding a cost and time effective intervention is important as learning, mastering, maintaining and generalising AAC often requires an intensive teaching process (Achmadi et al., 2014). This thesis describes two studies involving the use of AAC modes with students with ASD who were nonverbal. The AAC study investigated how quickly nine students with ASD learned to effectively use three AAC systems (MS, PE and SGD) and identify preference for a communication system. This extended previous AAC research by considering the relationship between device preference and acquisition skills. A second study (The Playground study) investigated how three students utilised AAC to interact or engage in playful activities to support the development of peer relationships during break-times in their school playgrounds (Bauminger & Kasari, 2000). Links between observed playground The development of technology has seen the arrival of powerful tools that can enhance communication for individuals with Autism Spectrum Disorder (ASD). Smartphone and tablet technologies are readily available, portable, and changing the way we all work, learn, socialise and play. These devices also have the capability to function as Speech Generating Devices (SGDs) to support children and adults who experience significant communication challenges (McNaughton & Light, 2013). There is considerable debate about which of the three relatively common Augmentative Alternative Communication (AAC) options; manual signs (MS), picture exchange (PE) or iPad®, iPod® speech generating device (SGD), are best suited to the needs of students with ASD and who are nonverbal (van der Meer, Sigafoos, O'Reilly, & Lancioni, 2011). Finding a cost and time effective intervention is important as learning, mastering, maintaining and generalising AAC often requires an intensive teaching process (Achmadi et al., 2014). This thesis describes two studies involving the use of AAC modes with students with ASD who were nonverbal. The AAC study investigated how quickly nine students with ASD learned to effectively use three AAC systems (MS, PE and SGD) and identify preference for a communication system. This extended previous AAC research by considering the relationship between device preference and acquisition skills. A second study (The Playground study) investigated how three students utilised AAC to interact or engage in playful activities to support the development of peer relationships during break-times in their school playgrounds (Bauminger & Kasari, 2000). Links between observed playground influence of AAC on spoken language should be specifically measured as well as the long term maintenance and generalisation of skills that provide opportunities for communication with peer partners. The value of break-times as a naturalistic instructional context for play needs investigation with links to the curriculum so that students with ASD participate as learners in their mainstream playgrounds. Both studies have helped develop an understanding of students with ASD and how they can learn to participate in the same world as their peers