Communication profile of a minimally verbal school-age autistic child: A case study

Simple item page
dc.coverageDOI: 10.1044/2020_LSHSS-19-00021
dc.creatorVidal, Verónica
dc.creatorMcAllister, Anita
dc.creatorDethorne, Laura
dc.date2020
dc.date.accessioned2025-11-18T19:48:33Z
dc.date.available2025-11-18T19:48:33Z
dc.description<p>Purpose: The present clinical focus draws on an intrinsic case study to provide a thick description of the communication profile of John, a 9-year-old minimally verbal autistic student. Method: Specifically, traditional behavioral assessments, classroom video observations, and semistructured interviews were used to gather information regarding John’s communication profile and potential sensory–motor differences. Results: Convergent evidence indicated that John’s expressive profile was characterized by single words, emergent word combinations, some conventional gestures, and a low frequency of communicative initiations. Concomitant language comprehension challenges and poor intelligibility associated with motor speech impairment were also indicated. His sensory–motor profile was marked by fine motor impairment, relative strengths in gross motor abilities, and sensory differences across visual, hearing, and tactile modalities. Conclusion: Direct implications for supporting minimally verbal autistic students like John include the need to (a) consider sensory–motor influences on social interaction and (b) support flexible use of multimodal communication resources, including augmentative and alternative communication. Supplemental Material: https://doi.org/10.23641/asha. 12202448.</p>eng
dc.descriptionPurpose: The present clinical focus draws on an intrinsic case study to provide a thick description of the communication profile of John, a 9-year-old minimally verbal autistic student. Method: Specifically, traditional behavioral assessments, classroom video observations, and semistructured interviews were used to gather information regarding John’s communication profile and potential sensory–motor differences. Results: Convergent evidence indicated that John’s expressive profile was characterized by single words, emergent word combinations, some conventional gestures, and a low frequency of communicative initiations. Concomitant language comprehension challenges and poor intelligibility associated with motor speech impairment were also indicated. His sensory–motor profile was marked by fine motor impairment, relative strengths in gross motor abilities, and sensory differences across visual, hearing, and tactile modalities. Conclusion: Direct implications for supporting minimally verbal autistic students like John include the need to (a) consider sensory–motor influences on social interaction and (b) support flexible use of multimodal communication resources, including augmentative and alternative communication. Supplemental Material: https://doi.org/10.23641/asha. 12202448. © 2020 American Speech-Language-Hearing Association.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/89380905-66d3-4935-b285-874120e11802
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/55613
dc.languageeng
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcevol.51 (2020) nr.3 p.671-686
dc.subjectAutistic Disorder
dc.subjectChild
dc.subjectCommunication
dc.subjectHumans
dc.subjectMale
dc.titleCommunication profile of a minimally verbal school-age autistic child: A case studyeng
dc.typeArticleeng
dc.typeArtículospa
Files
Collections
PURE