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Abstract

Minimally verbal children with autism spectrum disorder (ASD) represent approximately one-quarter to one-third of the autism population but remain underrepresented in intervention research. This study examined the communication profile, strengths, and intervention experiences of a ten-year-old minimally verbal boy with ASD to inform the development of an individualized communication framework. Data were collected through semi-structured interviews with the caregiver and therapists, direct behavioral observations across clinic and home settings, and analysis of the child’s drawings and copied written forms. The findings revealed a marked discrepancy between receptive understanding and spoken expression. Verbal responses varied according to the child’s motivation and the availability of personally meaningful stimuli rather than solely in response to adult-directed tasks. The child also demonstrated a strong, self-initiated interest in drawing, copying environmental text, and reproducing familiar logos. When these graphic activities were paired with adult verbal prompts, they occasionally elicited spontaneous naming. However, intervention continuity was limited by inconsistent therapeutic approaches and weak coordination between clinic and home. Based on these findings, the study introduces a conceptual Drawing-Based Verbal Behavior Intervention (DB-VBI) framework comprising four components: profile-based verbal-operant selection, a drawing-elicited naming procedure, natural reinforcement, and caregiver-mediated continuity. DB-VBI is presented as a case-derived, strength-based framework for guiding future intervention development and empirical investigation of functional communication support for minimally verbal children with ASD.

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