Olga Tennison Autism Research Centre
Research projects - Communication Treatments and Supports across the Lifespan
Studies which focus on the development and evaluation of communication-focused evidence-based treatments and supports are vital to improving the services provided to children, adolescents, and adults with ASD and their families. The projects below represent cross-disciplinary collaborations involving OTARC researchers, students, and colleagues within and outside the University aimed at addressing empirical questions derived from clinical practice.
Attention to augmentative communication symbols and its relationship to learning: an eye tracking study.
Augmentative and Alternative Communication (AAC) strategies are commonly used to support the communication, learning, and participation of children, adolescents, and adults with ASD and other developmental and acquired disabilities leading to complex communication needs. The overall objective of this study is to better understand the role AAC strategies may play in supporting the learning of children with ASD, through careful examination of their visual attention to the modelling of AAC strategies in simulated teaching situations. The study brings together the combined expertise and perspectives of researchers in the fields of Speech-Language Pathology (Dr David Trembath & Professor Teresa Iacono) and developmental psychology (Dr Giacomo Vivanti & A/Professor Cheryl Dissanayake). The equipment used in this study was in-part supported by a National Health and Medical Research Council Equipment Grant.
Speech generating devices for children with Autism Spectrum Disorder
Electronic speech generating devices (SGDs) are increasingly being used in an attempt to support the communication needs of children with ASD who are using little or no functional speech. These portable devices produce recorded (digitised) or computer generated (synthesised) letters, words, or whole messages when symbols presented on the touch-screen of the devices are pressed. With the advent of cheaper technology (e.g., smart phones, iPads), electronic communication aids are now becoming an affordable consideration for parents, teachers, and therapists aiming to supporting to communication development of children with ASD. However, while there is a broad research literature examining the effectiveness of SGDs for children, adolescents, and adults who have complex communication needs, further research is needed to examine the specific outcomes for children with ASD. Our aim in this project is to conduct a pilot study of the effectiveness of a clinician administered SGD intervention for children with ASD with little or no functional speech. The study is being conducted by Dr David Trembath, Professor Teresa Iacono, and A/Professor Cheryl Dissanayake with the assistance of Teena Caithness (La Trobe University, Human Communication Sciences) and Kate Argentino (Senior Research Assistant). Data collection was completed in August 2011 and is currently being analysed in preparation for publication. The study is supported by a La Trobe University, Faculty of Science, Technology, and Engineering Research Grant.
A pilot comparison of electronic and non-electronic communication aids for children with Autism Spectrum Disorders
As noted above, electronic communication aids are increasingly being used in an attempt to support the communication children with ASD who have little or no functional speech. In this study, our aim is to compare the relative effectiveness of electronic and non-electronic communication aids in supporting the communication of school aged children with ASD who have complex communication needs. The study is to be conducted in collaboration between Dr David Trembath (OTARC) and Professor Teresa Iacono (La Trobe Rural Health School) and teachers at school for children with ASD in Victoria. The study will employ a cross-section within groups design to explore the relative effectiveness of communication support provided via an iPad and a non-electronic communication board. Further details about the study will be provided following ethics approval being provided by relevant committees. The project is supported by a La Trobe University, Faculty of Science, Technology, and Engineering Early Career Researcher Grant.
Acquisition and Generalization of Key Word Signing in Children with Autism
Key Word Sign (KWS) is a form of Augmentative and Alternative Communication which used manual signs and natural gesture to support communication. KWS is widely used by parents, therapists, and educators in an attempt to support the communication development of children with ASD and there are strong anecdotal reports of its effectiveness. However, despite a body of literature demonstrating the effectiveness of manual signing (more broadly speaking) for children with ASD, to date no studies have directly examined the effectiveness of KWS for these children. The aim of this study is to evaluate the effect of KWS intervention on children’s production of (1) target signs, (2) natural gestures, and (3) natural speech during play sessions with a speech pathologist over a period of 12 weeks. Data collection for the study is now complete and analysis is underway. This study will form the basis of Xuet Ying Tan’s speech pathology honours thesis. Xuet is supervised by Dr David Trembath (OTARC) and Karen Bloomberg (La Trobe University, Human Communication Sciences), has been supported on the project by Teena Caithness (La Trobe University, Human Communication Sciences). The project is supported by a La Trobe University, Faculty of Health Sciences Research Grant.
A pilot study of the Structured Use of Music and Movement (SUM&M) intervention program for young children with Autism Spectrum Disorder (ASD)
The aim of this project is to investigate the effects of the SUM&M intervention program (Joffe, 2002) on the expressive communication behaviours of young children with ASD in the areas of (a) syntactical development, semantics, and verbal response contingency. The SUM&M intervention programme devised by Joffe (2002) is underpinned by empirical evidence of positive outcomes for children with speech and language disorders (Joffe, 2002; McRae, 2005; Ho, 2007). Data collection for the study is now complete and analysis is underway. This study will form the basis of Michelle Smith’s speech pathology honours thesis. Michelle is supervised by Dr Beverley Joffe (La Trobe University, Human Communication Sciences) and Dr David Trembath (OTARC). The project is supported by a La Trobe University, Faculty of Health Sciences Research Grant.
Outcomes of the Non-electronic Communication Aids Scheme (NECAS) for adults with communication difficulties.
There is now widespread recognition of the importance of addressing the communication needs of individuals with ASD. However, research efforts have concentrated on developing and evaluating treatments and supports for young children with ASD, and little is known about how best to support adults with ASD who require AAC or the outcomes of such attempts. The aim of this study was to help address this gap in the research, by exploring the experiences of adults with ASD who received communication supports through the Non-Electronic Communication Aids Scheme (NECAS), a Victorian Government funded program aimed at increasing communication support and social inclusion for adults with complex communication needs. The study is being conducted by Dr David Trembath (OTARC) in collaboration with Denise West (Manager) and Katie Lyon (Speech Pathologist) at the Communication Resource Centre, SCOPE Victoria and Professor Teresa Iacono (Head of La Trobe Rural Health School) and involves interviewing adults with ASD who have accessed NECAS, along with their nominated family members or key support workers. Data collection and analysis is currently underway and results will be submitted for publication in early 2012.