Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Communication Sciences and Disorders

Major Professor

Howard Goldstein, Ph.D.

Committee Member

Keri Madsen, Ph.D.

Committee Member

Trina Spencer, Ph.D.

Committee Member

Oliver Wendt, Ph.D.

Keywords

AAC, Augmentative and Alternative Communication, Autism, educational games, generalization, language

Abstract

This dissertation addresses the communication challenges faced by minimally verbal children who use Augmentative and Alternative Communication (AAC), often limited to one-word expressions. The approach used involves gamifying matrix training, an empirically supported method for teaching word combinations and promoting the generalization of language skills. Across three studies, the development of an instructional game is described and evaluated with two populations, typically developing children and children who are minimally verbal. First, it introduces a gamified application of matrix training that provides training in an interactive digital environment. Second, a proof-of-concept was obtained via a multiple baseline across participants with typically developing children. And lastly, a systematic replication with children who use AAC adds to the limited body of research for minimally verbal populations. The evidence of generalization from the game context to the home environment also strengthens the case for matrix training as a functional approach to real-word communication needs. The project's primary goal was to develop proof-of-concept for an instructional game for teaching two-word object-location combinations. This game-based intervention resulted in positive gains in generalization and word combinations, showing potential to improve expressive language skills.

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