Effects of video visual scene display on the symbolic communicative turns of preschool children with autism spectrum disorder

The aim of this research is to examine the effects of the Video Visual Scene Display (Video VSD) intervention on the symbolic communicative turn-taking behaviors of preschool children diagnosed with Autism Spectrum Disorder (ASD). The study was conducted using a multiple probe design across participants, one of the single-subject research models, and included three children with ASD aged between 3 and 5 years and 11 months. The findings showed that the Video VSD intervention significantly increased the symbolic communicative turn-taking behaviors of all participants. The participants diversified their communication strategies by using speech, Augmentative and Alternative Communication (AAC), gestures, and combinations of different communication modalities. Generalization sessions indicated that the children were able to use the communication skills they had acquired in interactions with different people. In the follow-up session, it was observed that the effects of the intervention were partially maintained. Parents and teachers expressed satisfaction with the intervention and the improvements in the children's symbolic communicative turn-taking skills. In conclusion, it was found that the Video VSD intervention is an effective method for improving the communication skills of children with ASD.