by Julia Wynne, MA, CCC-SLP (Speech-Language Pathologist); NWACS Board Member

Volunteer activities can provide opportunities to learn new skills, socialize, and increase self-esteem. Adolescents with complex communication needs may face barriers to participating in volunteer activities and may volunteer less often than peers. Barriers may include the need to learn a new skill or learn new communication strategies. The use of video modeling is effective in teaching individuals with disabilities new tasks, but there continue to be hurdles in supporting effective communication in volunteer settings.

Light, McNaughton, Jakobs, and Hershberger (2014), explored the use of video models embedded with visual scene displays (video VSDs) to support communication. Further studies explored the use of video VSDs in pre-vocational and volunteer activities (O’Neill et al., 2017; Babb et al., 2018). The current study being reviewed replicates the previous studies to determine the effectiveness of using video VSDs to increase independence in completing volunteer activities, as well as using appropriate communication with a variety of communication partners.

Below you will find definitions of some key terms. Keywords will be bolded throughout the blog. You’ll then find the research questions, the importance of the research and a summary of the findings, followed by the most important takeaways from the research article below. Enjoy!

Using AAC Video Visual Scene Displays to Increase Participation and Communication within a Volunteer Activity for Adolescents with Complex Communication Needs

Least to Most Prompting: a prompting hierarchy in which the least amount of prompting is provided at the beginning of a task with more prompting provided if needed

Pre-Vocational Skills: skills needed before starting a job

Visual Scene Displays (VSDs): real-life photos or pictures that people can use to communicate messages to others by selecting hot spots on the screen with stored messages

The research question explored in this study was:

• What is the effect of video VSDs on the percentage of steps completed (including communication opportunities) during the volunteer activity for four adolescents with complex communication needs?

As individuals with complex communication needs transition into adolescence, it is important to create opportunities to practice pre-vocational skills, as well as to participate in volunteer activities. Participation in these activities for individuals with severe disabilities and complex communication needs can prove to be challenging, as they often require support for participation and communication.

Video VSDs can help to support participation in volunteer activities and can help individuals to communicate effectively during volunteer tasks. Video prompting can reduce the amount of adult instruction when teaching a new skill, which means less prompt dependency and more independence during volunteer tasks. Combining the instructional technology of video modeling, as well as AAC in the form of video VSDs can provide important vocational and social skills for individuals with disabilities in a functional setting.

Four males in middle/high school participated in the study. Each participant presented with complex communication needs but did not use any type of AAC before starting the study. The volunteer activities took place at the elementary school where the individuals completed tasks involving packing food backpacks for students needing free or reduced lunch. Using the videos with integrated VSDs, the students needed to complete 25 steps (15 were motor activities and 10 were communication activities) and the number of steps completed was measured at the beginning (without the VSD app), during the instructional phase, and after the study. The students were taught how to use the VSD app during the instructional phase and a least to most prompting hierarchy was used to make sure that the individuals completed all steps of the sequence successfully (selecting and viewing the clip, performing the step in the video, and selecting the next clip).

All four participants successfully used the VSD app to complete motor and communication tasks during a volunteer activity. The results of the study support the use of VSDs to learn a volunteer activity and to communicate with others during the activity.

The video VSD app that was used in the study was successful in teaching new skills to all four participants including completing vocational tasks, as well as providing communication supports. The participants communicated with a variety of communication partners, using a variety of communication functions (greeting, requesting help, sharing information), in three different locations in the school. The results of this study add to the evidence that video VSD interventions can be successful in increasing independence in participating in and communicating during real-world activities. A benefit of the use of video VSDs is that the video modeling and AAC to support communication are included on one device and are embedded into the videos. The pauses between steps of the video provide natural prompts that can reduce the amount of prompt dependency on adult instructors to complete a task. Pre-stored messages allowed the participants to quickly access the language that they needed to complete a task.

Some limitations were noted by the authors, such as the study did not measure carry over to other work environments other than the one on which the participants were trained. Since the students in the group differed in their ages, disabilities, and communication skills, it would also be difficult to generalize the results of the study to an age group or disability.

Please comment below with any thoughts or questions!  

Full article link:  https://doi.org/10.1080/07434618.2020.1737966

Images include Boardmaker PCS. The Picture Communication Symbols ©1981–2018 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.

References:

Babb, S., Gormley, J., McNaughton, D., & Light, J. (2018). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special Education Technology, 34, 120-132. doi:0162643418795842.

Babb, S., McNaughton, D., Light, J., Caron, J., Wydner, K., & Jung, S. (2020). Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augmentative and Alternative Communication, Advance online publication. doi:10.1080/07434618.2020.1737966

Light, J., McNaughton, D., Jakobs, T., & Hershberger, D. (2014). Investigating AAC technologies to support the transition from graphic symbols to literacy. RERC on AAC: Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. Retrieved from https://rerc-aac.psu.edu/research/r2-investigating-aactechnologies-to-support-the-transition-from-graphic-symbols-to-literacy/

O’Neill, T., Light, J., & McNaughton, D. (2017). Videos with integrated AAC visual scene displays to enhance participation in community and vocational activities: Pilot case study with an adolescent with autism spectrum disorder. Perspectives SIG 12: Augmentative and Alternative Communication, 12, 55–69. doi:10.1044/persp2.SIG12.55

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