Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching

We evaluated the effects of a voice output communication aid (VOCA) and nat uralistic reaching procedures on the communicative interactions of young ch ildren with autism. A teacher and three assistants were taught to use natur alistic teaching strategies to provide opportunities for VOCA use in the co ntext of regularly occurring classroom routines. Naturalistic teaching proc edures and VOCA use were introduced in multiple probe fashion across 4 chil dren and two classroom routines (snack and play). As the procedures were im plemented, all children showed increases in communicative interactions usin g VOCAs. Also, there was no apparent reductive effect of VOCA use within th e naturalistic teaching paradigm on other communicative behaviors. Teachers ' ratings of children's VOCA communication, as well as ratings of a person unfamiliar with the children, supported the contextual appropriateness of t he VOCA. Probes likewise indicated that the children used the VOCAs for a v ariety of different messages including requests, yes and no responses, stat ements, and social comments. Results are discussed in regard to the potenti al benefits of a VOCA when combined with naturalistic teaching procedures. Future research needs are also discussed, focusing on more precise identifi cation of the attributes of VOCA use for children with autism, as well as f or their support personnel.