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Focus on Autism and Other Developmental Disabilities
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Effects of Symbol, Referent, and Instructional Variables on the Acquisition of Aided and Unaided Symbols by Individuals with Autism Spectrum Disorders

Rajinder K. Koul

Department of Communication Disorders, Texas Tech University Health Sciences Center, Stop 6073, 3601 4th St., Lubbock, TX 79430

Ralf W. Schlosser

Department of Speech-Language Pathology and Audiology at Northeastern University

Sherry Sancibrian

Department of Communication Disorders at Texas Tech University Health Sciences Center

Individuals with little or no functional speech as a result of autism spectrum disorders frequently rely on aided and unaided augmentative and alternative communication (AAC) symbols and signs to augment or replace natural speech. This has led investigators to identify the variables that are responsible for the acquisition and communicative use of graphic symbols and manual signs. The overall aim of this article is to evaluate the role of symbol, referent, and instructional variables on the acquisition of AAC symbols by individuals with autism and severe speech and language impairments.

Focus on Autism and Other Developmental Disabilities, Vol. 16, No. 3, 162-169 (2001)
DOI: 10.1177/108835760101600304
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