The Effects of Video Visual Scene Displays on the Symbolic Communication of Preschool Children with Neurodevelopmental Disabilities and Their Peers in a Shared Video Activity.

Many children who experience speech and communication disabilities use or could benefit from the use of augmentative and alternative communication (AAC). Despite the potential benefits of AAC use for these children, many experience challenges in using traditional AAC systems to communicate with others, including their peers. Without effective peer interactions, children can miss out on valuable opportunities for social interaction and the development of communication skills. Video visual scene displays (VSDs) offer a unique alternative to support children in engaging in social communication. Video VSDs embed videos, a preferred activity for many children, with relevant vocabulary that is programmed as hotspots to support communication. The purpose of this study was to examine the impacts of a video VSD approach on the symbolic communication of preschool children with neurodevelopmental disabilities and delays (including autism) during a shared high-interest video activity with neurotypical peers. All three children showed increased symbolic communication frequency, with two demonstrating very large effect sizes and one a moderate effect. Future research should evaluate the use of video VSDs in a shared video activity with decreased researcher involvement and should examine change in participants' vocabulary as a result of the video VSD activity.