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In the realm of language learning, particularly on speech-generating devices (SGDs), the usage by children is inconsistent throughout the day, necessitating a closer look at how various school contexts impact communication opportunities. Using complex adaptive systems theory, this study explored differences in the frequency and types of communication among nonspeaking autistic children labeled as emerging communicators across different classroom situations. Findings revealed significant variations in SGD use, with higher communication levels observed in structured contexts compared to less structured ones, emphasizing the importance of creating communication opportunities across all school settings.
Clinicians often face a significant know-do gap, where knowledge doesn’t translate into action, particularly evident in supporting language development in individuals using speech-generating devices (SGDs). Despite research emphasizing the need for rich language exposure and modeling, communication opportunities for children on SGDs, especially non-speaking autistic ones, are limited. Data from 29 autistic school-age children’s SGDs revealed they used the devices only 8-23% of the school day. Bridging this gap requires understanding the communication opportunities available to these children. Limited device use during language learning may be due to inconsistent device access, with observations showing children were only within proximity to their SGDs half the time during communication opportunities. Ensuring consistent device access and identifying other barriers through complex adaptive systems theory are crucial steps to improving service delivery for this population.
Complex adaptive systems are dynamic networks of interacting agents that continuously adapt and learn within smaller subsystems or larger macro-systems, leading to unpredictable and emergent behavior patterns. These systems, guided by ongoing innovation, have been applied to understand language, language learning, and classroom dynamics. In a study focused on non-speaking autistic children as early communicators, the researchers treated children and teachers as adaptive agents within the larger macro-system of the school day and smaller subsystems of different classroom contexts. Complex adaptive systems theory frames communication throughout the school day as a complex system, rather than a series of fixed cause-effect relationships. Researchers in this approach avoid precise quantification of cause-effect relationships, emphasizing the emergence of real-world situations. Autistic children spend significant time in school, engaging with various professionals, creating a complex adaptive system with subsystems like free play and snack time. Understanding language development in autistic children using SGDs requires considering multiple factors, such as the child’s language, scaffolding from communication partners, and the context of interactions, highlighting the interconnectedness of these influences.
Teaching a range of skills, including language, relies on adults guiding children’s learning through strategies like prompting. Support for augmentative and alternative communication (AAC) varies from hands-on assistance to modeling phrases or pointing to devices. Despite various methods available, teachers may not consistently use tools like prompting, leading to limited AAC use by children in school. Researchers need to consider the interplay between observed types of AAC use (spontaneous, imitated, prompted) and the classroom context. Understanding how factors like structure and directiveness affect communication support can help bridge the gap between knowledge and practice in promoting language learning opportunities for children.
The impact of context on the use of Augmentative and Alternative Communication (AAC) in school settings remains underexplored. While previous research has considered AAC use in different contexts like home and school, a more nuanced examination is needed. Viewing the school day as a singular context is insufficient, as specific contexts within the day should be investigated to comprehend the influence on AAC use. Children may communicate more in structured classroom settings, potentially contributing to a persistent gap in AAC intervention. Limited studies have compared AAC use in segregated versus inclusive school settings, and little attention has been given to natural, less scripted contexts during the school day. Existing research often focuses on highly structured environments, and there is a need to understand AAC’s impact on communication in more natural school contexts. Recognizing the diversity of activities and transitions within the school day is crucial, as these variations in structure and directiveness may affect children’s independent device use or prompt-driven use by school support staff. Overall, a comprehensive understanding of AAC use requires investigating specific contexts within the school day, bridging the gap between structured and natural settings to enhance language learning opportunities for children.
Children’s engagement in various school day contexts influences the level of structure and direction, affecting the support adults provide and subsequently impacting communication patterns (Sowden et al., 2011). A study comparing SGD use in general and special education classrooms, as well as academic and non-academic settings, revealed 71% of communication events in special education, 20% in general education, and 9% in non-academic contexts (Andzik et al., 2016). Academic classrooms with increased structure appear more conducive to device use compared to less structured non-academic contexts like recess. Differences between special and general education classrooms may stem from time spent and support availability (Andzik et al., 2016). Additionally, variations in communication characteristics of nonspeaking autistic children may impact SGD use in different contexts, with structured environments potentially facilitating usage. However, it remains unclear if these patterns apply to other non-autistic populations using SGDs.
This study builds upon Baker et al.’s (2022) exploration of variables influencing SGD use in nonspeaking autistic children, who were found to be in proximity to their devices only 65% of the school day. Employing complex adaptive systems theory, our research delves deeper into how classroom context affects SGD use in early emerging communicators. We examine communication frequency and types (spontaneous, prompted, imitation) in contexts varying in structure and directiveness. This pioneering study sheds light on potential barriers hindering teachers from facilitating communication opportunities and scaffolding SGD use. By understanding how classroom context impacts communication, we aim to bridge the know-do gap and address the limited SGD usage during the school day.
In this research study, we investigated communication patterns of nonspeaking autistic children categorized as emerging communicators in different school contexts. Applying the complex adaptive systems theory, we analyzed the frequency and types of communication (spontaneous, prompted, imitated) throughout the day. The study aimed to inform future research and enhance classroom training for school-age autistic users of speech-generating devices (SGDs). Using complex adaptive systems theory allowed us to explore how various factors influence SGD communication in a real-world school setting. We found a significant difference in SGD use across classroom contexts, with higher structure and directiveness correlating with increased communication. The study builds upon prior research, indicating that children communicate more in academic, structured environments. Notably, spontaneous, prompted, and imitated communication were observed more in high-structure contexts, suggesting that professionals in these settings create more communication opportunities. However, overall communication levels were relatively low, emphasizing the need for increased opportunities throughout the school day. The study suggests that students may benefit from enhanced communication support, particularly in contexts with higher structure. Speech-language pathologists (SLPs) should collaborate with other professionals to implement evidence-based approaches, such as aided language stimulation, and teaching strategies like time delay and prompting. The ultimate goal is to provide nonspeaking autistic children ample opportunities to learn language without being bound by specific contexts.
This exploratory study, framed within the complex adaptive systems theory, underscores the significance of considering the impact of classroom dynamics on the use of Speech Generating Devices (SGDs) for non-speaking autistic school-age children. The research addresses the existing gap between knowledge and practice in supporting these children’s language learning through SGDs. The study reveals that diverse language exposure is crucial for children using SGDs, emphasizing how classroom structures influence the communication frequency and type among nonverbal autistic children. To bridge this gap, the study advocates for training allied professionals in prompting techniques and creating suitable communication opportunities across various school contexts, promoting a balanced approach that aligns with both spontaneous interactions and scripted communication scenarios. This comprehensive training aims to enhance professionals’ ability to support communication development in diverse settings, fostering a more inclusive and effective learning environment.
Source:
Meredith Suhr, Allison Bean, Jordyn Rolniak, Lindsey Paden Cargill & Samantha Lyle (2023) The influence of classroom context on AAC device use for nonspeaking school-aged autistic children, International Journal of Speech-Language Pathology, DOI: 10.1080/17549507.2023.2220992