Computer-based video instruction to teach the use of augmentative and alternative communication devices for ordering at fast-food restaurants.

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.

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Augmentative and alternative communication (AAC) provides a way for persons with limited or no verbal speech to communicate. Augmentative systems provide a means to enhance speech; alternative systems provide a substitution for speech (Quill, 2000). AAC includes unaided systems, such as manual signs and gestures; aided voice output systems; and aided nonvoice output systems, such as symbols and manual communication books.

AAC can provide an independent means for persons to interact with other members of the community and to become integrated into society. Communicative competence through such interactions can increase confidence levels and feelings of acceptance among AAC users (Beck, Fritz, Keller, & Dennis, 2000).

Functional communication through AAC refers to systems that allow greater independence for the user across a range of settings and partners (Schlosser, 2000), including the use of communication across normalized community settings. Functional communication provides for interacting socially and sharing intentions (i.e., needs, wants, interests, and feelings; Snell & Brown, 2000). To be functional, communicative attempts need to be understood by communicative partners across everyday settings (Dyches, Davis, Lucido, & Young, 2002), including unfamiliar environments and with persons who are unfamiliar with the person's communicative mode (Schepis & Reid, 1995). Such settings may include schools, places of employment, department stores, grocery stores, specialty stores, and restaurants.

When providing instruction to meet the communicative needs of persons with disabilities, instructors need to consider the environments in which these individuals will communicate. Ideally, use of an AAC device should be taught in the functional contexts where it will be used (Calculator, 1999). Although daily and natural interactions across a variety of functional contexts should be included during instruction (Reichle, 1997), there often is a lack of naturally occurring communicative opportunities during instruction (Soto, Belfiore, Schlosser, & Haynes, 1992).

Faced with budgetary and scheduling issues that affect the ability to provide sufficient community-based instruction within natural environments, special education teachers often resort to providing instruction within simulated environments. For young adults and children with disabilities, these simulations often occur within the constructs of school settings. Such simulations may include replicas of equipment, materials, and/or settings found in natural community environments.