Enhancing Peer-Directed Social Communication in Autistic Children Using Video Visual Scene Displays.

PURPOSE: Minimally speaking autistic children often experience significant challenges engaging in reciprocal social communication with peers. Although augmentative and alternative communication (AAC) interventions using video-based visual scene displays (VSDs) have shown promise for supporting contextualized communication, limited research has examined their effects within reciprocal, peer-directed play contexts. This study evaluated the effects of a video-based VSD AAC intervention on peer-directed symbolic communication during.

METHODS

A single-case, multiple-probe design across dyads was used to examine intervention effects. Fifteen autistic children and 15 age-matched peers with neurotypical development participated in peer play sessions organized into three cohorts, with five dyads per cohort, to facilitate staggered intervention introduction. Following baseline probes using static printed VSDs, autistic children received a video-based VSD AAC intervention incorporating dynamic visual supports and speech-generating communication. The primary dependent variable was the frequency of peer-directed symbolic communication turns.

RESULTS

Across all cohorts, intervention implementation was associated with immediate increases in peer-directed symbolic communication. Visual analysis demonstrated consistent changes in level and immediacy of effect with minimal overlap between baseline and intervention phases. Tau-U analyses indicated large intervention effects across dyads, and maintenance probes suggested that gains were sustained following intervention completion.

CONCLUSION

Findings provide evidence that video-based VSD AAC interventions may support peer-directed symbolic communication among minimally speaking autistic children. Embedding AAC within reciprocal, play-based interactions may enhance opportunities for social participation and meaningful communication with peers.