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Key ingredients
• Visual language for comprehension and expression
• A ‘closed language’ with restricted pragmatic opportunity -- targeting
basic communicative operations
• Mentors and learners use the same visual symbols
• Use of advanced computer and video technologies
What is Visual Immersion?
A symbol-rich environment
An environment where visual symbols clarify spoken
language, support expressive communication, assist
with transitions, and facilitate learning.
• Easy access to
– Non-electronic symbols
– Electronic Screen Media (Monitors and TVs)
What Does VIP Target?
• Seven concrete Communicative Operations :
– Protests/Refusals
– Requests
– Directives
– Comments
– Questions
– Social conventions
– Transitions
• VIP is not intended to teach advanced communicative operations:
– Abstract concepts: “…with liberty and justice for all.”
– Passive voice: “The book was read by the boy.”
– Complex syntactic structures: “If he hadn’t checked the weather in the
morning, then he would have forgotten to bring his umbrella.”
– Figurative language: “She flew to the bookstore.”
– Humor : “Why did the chicken cross the road?”
• Tabletop setting:
A controlled environment involving one-to-one instruction
• Virtual setting:
Electronic (television or computer) display for presentation of materials
– Comprehension:
• Children on the spectrum often experience difficulty comprehending
spoken language and/or auditory processing impairment (Novick et al.,
1980; Boddaert et al., 2003).
• Many children are able to follow routine-based, familiar directives, but
have not yet demonstrated comprehension of more abstract linguistic
concepts (e.g., verbs, prepositions, attributes)
– Expression:
• 50% of individuals with autism spectrum disorders do not use speech
functionally (Wetherby and Prizant, 2005; Lord & Paul, 1997; Rutter, 1978)
• Many children are able to reliably use PECS to request and label, but have
not yet developed the ability to describe, comment, or ask questions
Model of Language Comprehension
(Typical Development)
Verbal
Information
Short-Term Imitation
Memory (as inferred from
dynamic scene cues)
Visual
Information
(dynamic scene cues)
Verbal
Information
Short-Term Imitation
Memory (as inferred from
static scene cues)
Visual
Information
(static scene cues)
Comprehension of
Verbal
Verbal
Information Representation
Short-Term Language
Memory Processor
Comprehension of
Visual Visual
Information Representation
(element cues) (element cues)
Clinical Observations About
Element Understanding
• Some label elements without meaning attached (echolalic-like)
• Some comprehend agent and object elements -- struggle with relational
elements
• Some comprehend isolated elements -- difficulty interpreting element
strings
But
• The payoff is worth it -- foundation for generative
language
– Goal: Combine language element cue vocabulary with
their understanding of semantic relationships to generate
novel sentences for expressing requests, comments,
replies, etc. in natural settings.
The Empirical Challenge
Iteration 1 Procedure
• Learner presented with
– Dynamic scene cues; imitate action
– Static scene cues; imitate action
– Element cues; demonstrate comprehension by
acting out directives