Intervention using an alternative-augmentative communication system in intellectual and developmental disabilities: a single case design

Abstract

The development of communication skills in individuals with complex communication needs is a key issue in the well-being of those with intellectual and developmental disabilities. This paper delivers the results of an intervention program that had been designed, put into practice, and evaluated, combining an Individual Work System (TEACCH) and the Image Exchange Method
(PECS). This teaching system based on augmentative and alternative communication is unique and teaches children and adults with autism and other communication disabilities to start communication. The program was implemented with a case of a person with autism spectrum disorder (ASD). The individual was a 15-year-old male, enrolled in a special education school, who attended a specialized class for students with ASD. A quantitative single-case design methodology was used, with pre-post metrics. The use of the designed communication system as well as their emotional well-being were measured. The intervention was carried out in the individual’s family context for three months, with three one-hour duration sessions per week. The main objective of the intervention was to increase the frequency of communications requested on their own initiative. The results of the designed program showed how the use of PECS increased and helped in the development of communication skills and improved the individual’s emotional well-being. In conclusion, this highlights the importance of implementing this kind of programs, since they help people with complex communication needs to be able to communicate their feelings and needs in any environment or situation.