Utilizing a Speech-Generating Device with a Bilingual Autistic Child: A Case Study and Recommendations for Practitioners becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Utilizing a Speech-Generating Device with a Bilingual Autistic Child: A Case Study and Recommendations for Practitioners, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
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Join Free →A growing number of autistic children in the (US) are being raised in bilingual or multilingual households (US Census Bureau, 2019), and a significant subset of these bilingual autistic children rely on forms of alternative and augmentative communication (AAC), such as speech-generating devices (SGDs), to communicate with others (Mitchell & Baker, 2024). Among bilingual AAC users, it is vital to have the ability to switch between languages as the social situation demands, though little guidance exists for practitioners on how to best teach this skill. The current report describes the case of a 4-year-old boy who is bilingual and diagnosed with autism. His intervention was rooted in the science of applied behavior analysis (ABA) and utilized the expertise of a bilingual Speech-Language Pathologist (SLP) who worked collaboratively with his Board-Certified Behavior Analyst (BCBA). We describe specific components of treatment that were involved in teaching the child to utilize both English and Spanish while communicating via his SGD, and provide recommendations for consideration by providers who wish to serve bilingual children who communicate via an SGD.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Kelly Figiel, MA, BCBA received her master’s degree in applied behavior analysis from Ball State University and is a Board Certified Behavior Analyst (BCBA). She received her bachelor’s degree in Integrative Studies, with concentrations in education and psychology, from Kennesaw State University.Kelly is a Board Certified Behavior Analyst Team Lead in the Skill Acquisition Program at the Marcus Autism Center, where she works with children, families, and therapists to develop quality interventions to help promote language and skill acquisition. Kelly is passionate about meeting each child where they are, and helping them succeed. She strives to help her children and families carry over the skills they learn at Marcus out into the home and school environment.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
239 research articles with practitioner takeaways
205 research articles with practitioner takeaways
193 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.