Visual communication analysis (VCA): Applying self-determination theory and research-based practices to autism

Abstract

Per the Centers for Disease Control, approximately 31% of children with Autism Spectrum Disorder (ASD) are classified as intellectually disabled and between 25% and 50% of children with ASD do not develop functional verbal communication. This study was conducted to test the effectiveness of Visual Communication Analysis (VCA) as a method to teach communication and reduce maladaptive behaviors in non-verbal children with severe autism. VCA is the application of a well-established theory of motivation-The Self-Determination Theory. Since it is currently impossible to test the IQ of this subset of children with standard measures, changes in the number of letters typed correctly per minute was used to measure of progress. An additional measure used was the frequency of maladaptive behaviors at the beginning of the study compared to the frequency at the end of the study. Using both of these measures, individuals utilizing VCA in this study showed statistically significant improvements in communication as well as a decrease in maladaptive behaviors. In addition to demonstrating the efficacy of VCA, these results lead to the questioning of the validity of the original diagnosis of intellectual disability given to this subset of children with ASD. Results also highlight the need for continued research and application of well-established theories of motivation to the special needs population.