Development of Communication Functions in AAC Users with Severe Multiple Developmental Disabilities Through Aided Language Stimulation

Objectives. Teaching augmentative alternative communication (AAC) methods through aided language stimulation (ALS) (modeling techniques) is becoming increasingly sought after by specialists working with individuals with severe multiple developmental disabilities (SMDD). In modeling, the communication partner uses AAC symbols in everyday interactions to comment on their own speech, events, objects, and motivationally significant stimuli for the child. Currently, Russian-language sources lack a strong evidence base demonstrating the effectiveness of aided language stimulation in a Russian sample. This study examines the effectiveness of modeling techniques in developing communication functions in a child with SMDD, using a communication book with symbol grids..

Methods. The study presents the results of a 1.5-year intervention based on aided language stimulation for an 8-yearold child with SMDD, characterized by motor and intellectual impairments, self-regulation difficulties, attention deficits, limited speech comprehension, and severe communication challenges. The core techniques used in the intervention included: Modeling; Prompt hierarchy (“least-to-most” approach); The child’s communication book incorporated symbols from the Picture Communication Symbols (PCS) system (primary system) and Makaton. Diagnostic results were assessed using the Communication Matrix.

Results. The application of a naturalistic approach to AAC training through modeling led to positive progress in the development of several communication functions, including: Commenting; Requesting information (e.g., “who?”, “what?”); Sharing information and emotions; Expressing opinions and refusals; Partially adhering to social etiquette (e.g., greetings and farewells). The acquired skills allowed the child to communicate more comprehensively—expanding beyond simple requests, choices, and answering questions—and to participate more actively in social interactions. These findings support the potential of modeling as a promising approach for enhancing full-fledged communication in AAC users with SMDD.

Conclusions. It is noted that, in practice, the modeling strategy and the least-to-most prompting hierarchy complement each other organically and can enhance the overall effectiveness of the intervention.

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