This study compared the acquisition and maintenance of an Augmentative and Alternative device (iPad application, LAMP), and American Sign Language when teaching a 6th-grade student with an intellectual and developmental disability (IDD) and limited functional vocal verbal speech to make a request. A single-case alternating treatment design was applied to compare the acquisition rate between the two strategies. The system of least prompts was used to teach the student how to perform the request using the AAC device and ASL (American Sign Language). Results showed the student required fewer sessions to reach mastery when making a request using the AAC device. This study showed the system of least prompts paired with AAC was an effective and efficient strategy for the acquisition of a targeted communication request. This study provides additional evidence of an effective strategy that could be used when identifying a priority communication system for learners with limited functional speech and IDD.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:honors-1962 |
| Date | 01 May 2023 |
| Creators | Hendrick, Joseph |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Undergraduate Honors Theses |
| Rights | Copyright by the authors., http://creativecommons.org/licenses/by-nc-nd/3.0/ |
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