Selecting a communication modality for non-vocal individuals: Assessments of acquisition and preference

Deficits in communication are displayed by individuals with Autism, and many other intellectual disabilities (APA, 2000). Therefore, in the field of special education, many families, clinicians, teachers, and speech pathologists are faced with the task of providing effective methods of communication since many individuals with autism do not communicate vocally (Frankel, Leary, and Kilman, 1987). Previous research has demonstrated the effectiveness of many types of communication modalities and augmentative or alternative communication devices such as speech (Carr & Durand, 1985), sign language (Mirenda, 2003), Picture Exchange Communication System (Bondy & Frost, 1994), or speech output devices. While research has shown each to be effective, there is a lack of research in determing how to choose a specific modality for an individual learner. Decisions about which type of modality is appropriate for a particular learner are often left to clinician preference, or philosophical groundings of an agency. The current study seeks to expand on recent research (Hansford, et al, 2011) to use systematic assessment techniques to determine the most appropriate communication modality for a particular learn based on rates of acquisition and preference.