Abstract:
The use of graphic symbols forms an integral part of augmentative and alternative communication (AAC) strategies, particularly
for pre-literate children. Although some studies have indicated that typically developing children and those with autism are able to
learn symbol meanings with multiple exposures to graphic symbols, little is known about how children with autism rate the degree
to which the symbol represents its referent (translucency) with repeated exposures. The purpose of this study was to describe
the translucency ratings of children with autism over three consecutive exposures. Twenty-two children with autism participated
in a Blissymbol translucency task that included 40 symbols. The Blissymbol task was modifi ed from Bornman, Alant, and du
Preez (2009), who explored the translucency of Blissymbols with typically developing children. Findings of this study indicated
statistically signifi cant differences in total translucency ratings of the Blissymbols by the children with autism between Day 1
and Day 3 (medium effect size) with Day 3 yielding more positive ratings than Day 1. No single Blissymbol showed statistically
signifi cant differences over the days. Findings are interpreted and further implications for research are discussed.
