Search

Using the framework of conversation analysis, this paper examines aided-speaking students' unsolicited speech-generating device (SGD)-mediated questions in teacher-fronted classroom talk. The analysis draws on a corpus of 18 h of video-recorded classroom interactions including 23 aided-speaking students using SGDs or picture-based communication boards. In all, 5% of the students' contributions were unsolicited questions, produced by three students. The students were found to orient to turn transition relevance places, but due to prolonged production time their questions risked sequential and topical misplacement in the ongoing classroom talk and were vulnerable to misunderstandings. To address this problem, students activated the synthetic voice before finalising the question, claiming the interactional floor while securing time to complete their utterance. They also refrained from activating the synthetic voice and instead made the question visually available for the teacher to read, thereby transferring the responsibility for answering the question to the teacher when sequentially and topically relevant. The study demonstrates the complex interactional process of formulating SGD-mediated questions, sometimes requiring that the teacher, assistants, and students engage in repair work and scaffolding to establish the meaning of a student's utterance. The findings imply that the treatment of non-speaking students' contributions as questions requires designated teacher work. [ABSTRACT FROM AUTHOR]

The use of speech-generating devices (SGD) in early interventions for children with autism spectrum disorder (ASD) can improve communication and spoken language outcomes. The purpose of this study was to describe childrens responsiveness to SGD input modeled by a social partner during adult-child play interactions over a 24-week intervention trial and explore the effect of that responsiveness on spoken language growth. This secondary analysis consisted of 31 children with less than 20 functional words at study entry who received a blended behavioral intervention (JASPER + EMT) as part of a randomized controlled trial. Significant improvements were seen in rate of responsiveness to both adult SGD models and adult natural speech models; only rate of responsiveness to SGD models at entry was a significant predictor of frequency of commenting and was a more robust predictor of number of different words post-intervention. Lastly, at entry, children with more joint attention and language responded to SGD models at significantly higher rates. Attention and responsiveness to SGD output may be important mechanisms of language growth and children who have more joint attention skills may particularly benefit from use of an SGD.

The objective of this study was to explore and describe current trends in the augmentative and alternative communication (AAC) use and service delivery experiences of people with amyotrophic lateral sclerosis (PALS) in the U.S. Cross-sectional data were collected from 216 PALS via an anonymous online questionnaire in 2021. Over 70% of participants reported at least some detectable speech disturbance, and approximately half used aided communication during face-to-face interactions. Among respondents with severe speech impairment, over 90% reported using speech-generating devices, and just over half reported using low-tech AAC. Most participants had met with an SLP to discuss speech and communication, but varied in both timing of the initial intervention and frequency of ongoing intervention. Fewer than half reported that their family members or other important people had received education or support related to communication for PALS. Participants also shared their use of and experiences with telephone and video calls, access methods, mounting systems, word prediction and stored phrases, and message and voice banking. Results highlight the importance of early referral for AAC intervention, ongoing re-evaluation and treatment, involvement of communication partners and support for multimodal communication and adaptation to changing needs. Most people with amyotrophic lateral sclerosis (PALS) in this sample reported experiencing dysarthria, with 71.3% indicating at least some detectable speech disturbance (Revised ALS Functional Rating Scale [ALSFRS-R] speech rating ≤ 3) and 56.5% reporting reduced intelligibility (ALSFRS-R speech rating ≤ 2). Respondents used a wide variety of communication methods. Among respondents who were unable to meet their communication needs with speech alone, 84.6% used unaided methods (including speech), 52.3% used low-tech augmentative and alternative communication (AAC) and 90.8% used a speech-generating device. Service delivery improvements are needed to ensure timely, ongoing and comprehensive AAC education and intervention for PALS and their families. Communication over video calls (including virtual healthcare visits) is common among PALS and may be an important target for AAC intervention as the COVID-19 pandemic continues to limit in-person gatherings and appointments. [ABSTRACT FROM AUTHOR]

Background: Previous studies have demonstrated that communication partner training is an effective means to alter the use of communication aids. Partners use many types of facilitative strategies and practices during aided interaction. Despite the study findings, communication aids are often unused, and communication partners feel that using them is challenging. Aim and method: This article describes the positive change that occurs in a mother's practices during aided conversation with her son after a video-based intervention. The research method is conversation analysis. Results: The analysis demonstrates how before the intervention, the mother pushed her son to use a speech-generating device, and how after the intervention she facilitated his use of the device by using it together with her son, and by positioning herself as an equal conversationalist who shared her thoughts. Conclusion: The results of this study contribute to a deeper understanding of different communication partner practices and offer new ideas for updating the general recommendations for facilitating aided conversations. [ABSTRACT FROM AUTHOR]

Amyotrophic lateral sclerosis (ALS) commonly results in the inability to produce natural speech, making speech-generating devices (SGDs) important. Historically, synthetic voices generated by SGDs were neither unique, nor age- or dialect-appropriate, which depersonalized SGD use. Voices generated by SGDs can now be customized via voice banking and should ideally sound uniquely like the individual's natural speech, be intelligible, and elicit positive reactions from communication partners. This large-scale 2 x 2 mixed between- and within-participants design examined perceptions of 831 adult listeners regarding custom synthetic voices created for two individuals diagnosed with ALS via two synthesis systems in common clinical use (waveform concatenation and statistical parametric synthesis). The study explored relationships among synthesis system, dysarthria severity, synthetic speech intelligibility, naturalness, and preferences, and also provided a preliminary examination of attitudes regarding the custom synthetic voices. Synthetic voices generated via statistical parametric synthesis trained on deep neural networks were more intelligible, natural, and preferred than voices produced via waveform concatenation, and were associated with more positive attitudes. The custom synthetic voice created from moderately dysarthric speech was more intelligible than the voice created from mildly dysarthric speech. Clinical implications and factors that may have contributed to the relative intelligibilities are discussed. [ABSTRACT FROM AUTHOR]

The aim of the study was to compare the effectiveness of two different Augmentative Alternative Communication (AAC) tools, the Picture Exchange Communication System (PECS) and a Speech-Generating Device (SGD), as communication aids for children with autism. The participants were three children with severe autism who were minimally verbal or had no functional language. The results indicate that both AAC intervention strategies led to an increase in communicative behavior, with a slightly shorter acquisition time observed for the SGD training. Furthermore, two out of three participants showed a preference for the SGD. Moreover, we observed a reduction in problem behaviors and an improvement in vocal production in one of the participants. These findings suggest that both PECS and SGD are equally suitable for developing initial request skills and can also encourage speech production in students with specific prerequisites. Overall, the study highlights the potential benefits of both PECS and SGD in facilitating communication for children with autism. [ABSTRACT FROM AUTHOR]

Voice banking involves recording an inventory of sentences produced via natural speech. The recordings are used to create a synthetic text-to-speech voice that can be installed on speech-generating devices. This study highlights a minimally researched, clinically relevant issue surrounding the development and evaluation of Singaporean-accented English synthetic voices that were created using readily available voice banking software and hardware. Processes used to create seven unique synthetic voices that produce Singaporean-accented English, and the development of a custom Singaporean Colloquial English (SCE) recording inventory, are reviewed. The perspectives of adults who spoke SCE and banked their voices for this project are summarized and were generally positive. Finally, 100 adults familiar with SCE participated in an experiment that evaluated the intelligibility and naturalness of the Singaporean-accented synthetic voices, as well as the effect of the SCE custom inventory on listener preferences. The addition of the custom SCE inventory did not affect intelligibility or naturalness of the synthetic speech, and listeners tended to prefer the voice created with the SCE inventory when the stimulus was an SCE passage. The procedures used in this project may be helpful for interventionists who wish to create synthetic voices with accents that are not commercially available. [ABSTRACT FROM AUTHOR]

An increasing body of literature demonstrates the effectiveness of interventions involving speech-generating devices (SGD) for children with autism with limited vocal speech output abilities. Few studies have evaluated interventions that teach children to "travel" to the device before making requests. The current study evaluated a five-second time delay with physical prompts to teach "traveling" to three preschool aged children with autism, who used the iPad® and application Proloquo2Go™ as a SGD. A multiple stimulus without replacement preference assessment was used to determine preferred items for which the participant would mand (request) for access to, and mand trials were contrived with the tablet-based SGD at a predetermined distance from the participant. The distance between the SGD and participant was then systematically increased from next to the participant, to six feet (1.83 m) away from the participant. Each participant acquired the ability to travel from the location of the SGD, and then to the listener, and to mand for an item using the SGD, to a criterion of 80% independence across three consecutive sessions. This study adds support to the existing literature on the use of interventions involving tablet-based SGDs for children with autism, as well as provides clinicians with a procedure for teaching traveling. [ABSTRACT FROM AUTHOR]

The use of speech-generating devices (SGD) in early interventions for children with autism spectrum disorder (ASD) can improve communication and spoken language outcomes. The purpose of this study was to describe children's responsiveness to SGD input modeled by a social partner during adult-child play interactions over a 24-week intervention trial and explore the effect of that responsiveness on spoken language growth. This secondary analysis consisted of 31 children with less than 20 functional words at study entry who received a blended behavioral intervention (JASPER + EMT) as part of a randomized controlled trial. Significant improvements were seen in rate of responsiveness to both adult SGD models and adult natural speech models; only rate of responsiveness to SGD models at entry was a significant predictor of frequency of commenting and was a more robust predictor of number of different words post-intervention. Lastly, at entry, children with more joint attention and language responded to SGD models at significantly higher rates. Attention and responsiveness to SGD output may be important mechanisms of language growth and children who have more joint attention skills may particularly benefit from use of an SGD. [ABSTRACT FROM AUTHOR]

The use of speech-generating devices (SGD) in early interventions for children with autism spectrum disorder (ASD) can improve communication and spoken language outcomes. The purpose of this study was to describe children's responsiveness to SGD input modeled by a social partner during adult-child play interactions over a 24-week intervention trial and explore the effect of that responsiveness on spoken language growth. This secondary analysis consisted of 31 children with less than 20 functional words at study entry who received a blended behavioral intervention (JASPER + EMT) as part of a randomized controlled trial. Significant improvements were seen in rate of responsiveness to both adult SGD models and adult natural speech models; only rate of responsiveness to SGD models at entry was a significant predictor of frequency of commenting and was a more robust predictor of number of different words post-intervention. Lastly, at entry, children with more joint attention and language responded to SGD models at significantly higher rates. Attention and responsiveness to SGD output may be important mechanisms of language growth and children who have more joint attention skills may particularly benefit from use of an SGD. [ABSTRACT FROM AUTHOR]

This study evaluated the use of an interrupted chain procedure to establish spontaneous mands (i.e., requests) in three preschool aged children with a diagnosis of autism spectrum disorder. All three participants attended a university based preschool center, which used the methodology of Applied Behavior Analysis. Additionally, all three participants used a high-tech speech-generating device that consisted of an iPad® tablet and application Proloquo2Go™. At this center all three children were exposed to the training procedure that used the interrupted chain procedure to first establish motivation and a five-second time delay with full physical prompts. The results indicated that all three participants acquired the ability to mand for a missing item needed to complete a play activity (i.e., puzzle) to the mastery criteria of three consecutive sessions at or above 80% independent and accurate responding. On average it required the participants five training sessions to reach this criterion. Additionally, maintenance data were collected, and the acquired repertoire was demonstrated to maintain for all three participants. Limitations of the research procedures, clinical implications, and suggestions for future research are also discussed. [ABSTRACT FROM AUTHOR]

This study aimed to review the studies determining the preferences of individuals with ASD, to determine how the preference assessment sessions were conducted, and which AAC system the participants preferred to use among the commonly used AAC systems (sign language, speech-generating device, and picture exchange-based systems). In this study, descriptive analysis method was used to analyze the data. According to the findings, most of the participants with autism spectrum disorder preferred speech-generating devices compared to sign language and picture systems. In addition, most of the participants tended to prefer the augmentative and alternative communication system that they learned the fastest. The findings show that individuals with ASD mostly prefer to use speechgenerating devices when requesting an object/action. However, some questions still need to be answered to determine the AAC preferences of individuals with ASD. It is believed that answering these questions will help special education teachers, speech and language therapists, and parents to choose the most appropriate AAC system for individuals with ASD. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the use of an interrupted chain procedure and a time delay with full physical prompts, in the establishment of peer manding, within a naturally occurring classroom routine. The participants included three preschool aged children with autism spectrum disorder (ASD), who used a tablet-based speech-generating device to communicate. Using a multiple baseline across subjects design, the participants were instructed to complete an arts and crafts activity, with an item needed to complete the activity in possession of the peer listener. Training included a three-second time delay with full physical prompts, which was used to evoke correct responding. Participants were exposed to this paradigm until responding reached a mastery criterion of 80% independent peer manding across three consecutive sessions. All three participants acquired the ability to mand from the peer using the training procedures, two of the three participants demonstrated maintenance of the acquired skill. Limitations and considerations for future investigations are also discussed. [ABSTRACT FROM AUTHOR]

Understanding typical preschoolers' perceptions of communication modes could help guide augmentative and alternative communication (AAC) intervention for preschoolers with autism spectrum disorder (ASD). This study explored the perceptions of 16 typically developing preschoolers toward an (a) AAC application (app) on a tablet, (b) picture exchange using a binder with printed Picture Communication SymbolsTM, and (c) prelinguistic communication used by a preschooler with ASD in a series of videos the preschoolers watched. Using a multi-method design, the study implemented both quantitative (rank ordering and preference selection) and qualitative (interview) methodologies. Quantitative results revealed the typical preschoolers had a clear overall preference for the AAC app, but variation in preference existed when selecting a communication mode to use in specific social scenarios. Qualitative data show the children more easily understood the child with ASD when he used the AAC app and associated tablets with fun, which may have accounted for positive perceptions of this AAC mode. The study is exploratory in nature and limited by its size and scope. However, it provides insights useful for clinicians' understanding not just how typical preschoolers perceive various modes of communication, but also why they may perceive some more favorably than others, in order to tailor intervention accordingly. [ABSTRACT FROM AUTHOR]

Background: Behavioural skills training (BST) has demonstrated effectiveness in training teachers in evidence‐based interventions to increase communication for children with limited repertoires. However, research has yet to extend to youth with developmental disabilities who are learning to communicate using speech‐generating devices. The emergent use of telehealth technology in applied behaviour analysis has been associated with greater access to therapeutic services. Although the use of telehealth has been extended as an avenue for parents to access behavioural intervention services for their child, fewer studies have evaluated the use of telehealth for teacher behavioural consultation or with adolescents and young adults with complex communication needs. Method: In the present study, four teaching staff were trained via telehealth to implement communication facilitation strategies with augmentative and alterative communication users in a high school functional skills classroom. During the coaching sessions, the staff were provided BST on the basic behaviour analytic teaching strategies (e.g. assessing preference, environmental arrangement, and reinforcement strategies). Independent adapted ABAB designs were used to evaluate the effectiveness of modified BST delivered via telehealth on increased teaching staff‐implemented communication opportunities within the functional skills classroom and the effectiveness of staff‐implemented communication intervention on increased speech‐generating device mands for four adolescents/young adults with developmental disabilities. Results: The results indicated that the improved staff fidelity of the communication interventions was associated with the increased level of independent student mands for each dyad. Lastly, social validity data suggest that the procedures were acceptable and feasible. These data indicate that the use of telehealth may be a viable model for specialised classroom consultation. Conclusion: The use of a telehealth delivery model to train classroom staff may be a viable option when specialised support is necessary, but access is limited. [ABSTRACT FROM AUTHOR]

Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom. [ABSTRACT FROM AUTHOR]

The objective of this study is to evaluate the effectiveness of a multi-component communication intervention on social communication for young children with autism. As many as half of children with autism are not yet talking by age 3, and up to a third of children with autism will remain minimally verbal past age 5. Spoken language outcomes are greatest when parents and clinicians are delivering language interventions to children with autism as compared to parents or clinicians alone. This study incorporates caregiver training, Discrete Trial Teaching, and JASP + EMT + SGD. A total of 68 children between ages 3 and 5 with autism, and their caregivers, participated in this study. Children were randomly assigned to the treatment or control group. Children in the treatment group received 36 sessions of the multi-component intervention in the clinic and at home. Children in both groups received a speech-generating device and the caregivers received an individualized training on how to program the speech-generating device. All participants were evaluated prior to intervention, immediately following intervention, and 4 months following intervention. Children in the intervention group demonstrated significantly greater joint attention than those in the control group immediately following intervention. Children in the intervention group, additionally, demonstrated greater social communication with their caregivers 4 months following intervention. This brief, multi-component intervention may be effective for improving social communication in young children with autism who are at risk for remaining minimally verbal. Future research is needed to understand for whom and under what conditions this intervention is most effective. This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3–5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4 months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. [ABSTRACT FROM AUTHOR]

Between 30 and 50% of individuals with Autism Spectrum Disorder (ASD) do not develop vocal language deemed functionally acceptable to meet their daily communication needs. As a result, individuals with ASD may require intervention alternatives to vocal speech, such as augmentative and alternative communication (AAC). However, very little is known about how members of the public may respond to forms of AAC. The purpose of this study was to evaluate how two commonly used AAC formats, manual sign and a selection-based speech generating device (SGD), result in access to reinforcement in the natural environment. To do this, we approached naïve adults (i.e., individuals unfamiliar with the aims of the study) and asked questions that were likely to result in reinforcement. We measured whether or not naïve adults accurately responded to each question, and we collected additional descriptive information about their reaction to that form of AAC. This study has important implications for social validity and long-term considerations of AAC. [ABSTRACT FROM AUTHOR]

Aided communicators often have an opportunity to express themselves with speech-generating devices (SGDs) that produce symbol by symbol (SBS) and/or pre-stored (PS) utterances. Studies on the usage of PS utterances report that these utterances affect conversations positively, but it appears that aided communicators and professionals may have divergent views on their benefits. The aim of this study is to analyse how school-aged aided communicators, their mothers, peers, and speech and language therapists (SLTs) co-construct the social actions of PS utterances during their everyday interactions. The theoretical framework of this study is conversation analysis. This approach to analysing the data enhances our understanding of the linguistic and temporal resources of PS utterances and how they are used to reinforce various rich social actions that promote the progress of aided conversations to resemble natural spoken conversations. The results of this study will help SLTs and teachers in their planning content for SGDs as well as in teaching, and guiding aided communicators and their partners to utilize PS utterances in combination with SBS utterances during their conversations. [ABSTRACT FROM AUTHOR]

This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants' targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) who have limited speech are often taught to communicate using a speech‐generating device (SGD). We evaluated procedures for teaching a mand for information (i.e., Where is [item]?) using an interrupted behavior chain procedure. In Experiment 1, all participants (3 children with ASD who communicated using an SGD) acquired the target mand but transfer to a novel stimulus did not occur. In the second experiment, 2 participants were taught to approach alternative communication partners when the first partner did not provide the information. The second experiment also included procedures to test whether the responses were under the control of appropriate motivating operations (MOs). Generalization across communication partners occurred with both participants, but transfer across behavior chains with only 1 participant. The results of both experiments suggest that teaching multiple behavior chains and evaluating MO control may be necessary to establish generalized manding for information. [ABSTRACT FROM AUTHOR]

This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The study aim was to examine the measurement properties of the Youth Evaluation of Products Scale for Augmentative and Alternative Communication (YEP-AAC) as a means to understand the product attitudes of youth toward their AAC devices. Methods: In study 1, four males and two females between the ages of 8 and 17 years (median age = 14 years) participated in face-to-face interviews. A researcher administered the YEP-AAC and then asked youths to explain the rationale for their item ratings. Two researchers analyzed masked transcripts of the interviews to predict the valence of item ratings assigned by youths. In study 2, 18 families participated in a mailed survey to examine the reliability and validity of the scale domains. Seventeen mothers/one father and their children (9 male/9 female) between the ages of 10 and 20 years participated (median age = 16 years). Results: The level of chance-corrected agreement between valences converted from youth ratings on the YEP-AAC and those assigned by researchers was fair (weighted kappa = 0.38). Internal consistencies of the scale domains were acceptable. Youths who rated their AAC devices more favourably had higher functional communication as hypothesized. Conclusion: The two studies provide support for the face validity, internal consistency and convergent validity of the YEP-AAC as a measure of the product attitudes of youth with complex communication needs. Developing reliable ways to understand the product needs, preferences and values of youth with complex communication needs will help to support the selection, acquisition and use of augmentative and alternative communication (AAC) devices. Consumer socialization helps to explain how youth may acquire the skills, knowledge and experience relevant to their role as AAC consumers. Reliable youth-report questionnaires that are grounded in consumer socialization provide an expedient way to understand the product attitudes of young consumers with complex communication needs. [ABSTRACT FROM AUTHOR]

We replicated and extended the findings of Gervarter et al. (2016) by using prompting and reinforcement to produce increased vocal speech with 3 young children diagnosed with autism spectrum disorder (ASD) who used a speech generating device (SGD). We extended Gervarter et al. by adopting a more robust experimental design, conducting session‐by‐session preference assessments, and measuring the emergence of novel vocalizations. The frequency of vocalizations increased for all 3 participants after the introduction of an echoic prompt. These results suggest that SGD‐based interventions may lead to increased vocal output for children with ASD. [ABSTRACT FROM AUTHOR]

Impairment in social communication is a hallmark characteristic for individuals with a diagnosis of autism. As such, specific instructional strategies that incorporate the use of augmentative and alternative communication (AAC) system, such as an iPad® based speech-generating device (SGD) is often indicated. This study evaluated the use of the interrupted chain procedure in the establishment of peer manding for three young children with a diagnosis of autism. The procedures involved the presentation of a task related activity (i.e., puzzle) and the neuro-typical peer interrupted the behavioral chain of task completing by withholding the final piece needed to complete the task. An iPad® based SGD was used as an AAC for the participants to mand for the missing item needed to complete the task related activity from the peer. Additionally, a five-second-time delay with full physical prompts was used for instructional purposes. The results indicated that all three participants acquired the ability to mand for the missing item from the peer, and this skill was also found to maintain following training. [ABSTRACT FROM AUTHOR]

The aim of this metasynthesis review of published qualitative research was to investigate the lived experience and meaning ascribed to speech-generating devices (SGDs) by people with complex communication needs and their familiar communication partners. Bibliographic databases were searched up to June 2016, and selected articles were assessed for their relevance to the research aim. The metasynthesis included 21 original articles and resulted in the identification of six main themes, each of which was comprised of two or more sub-themes that related to the experience of using SGD: It's an Inefficient Voice, It's Not a Natural Voice, Making the Most of This Voice, It's My Voice, It's More Than a Voice, and Having a Voice: Being Heard. The findings depict how use of an SGD is a complex process of understanding the limitations of the device, acknowledging expectations of society, using strategies to optimize communication, being aware of what an SGD represents, and using the SGD to enable social participation and a sense of empowerment. [ABSTRACT FROM AUTHOR]

This study examined a behavioral intervention package to promote the use of target vocalizations alongside speech-generating device (SGD) mands. Six minimally verbal children with autism spectrum disorder participated, including three with no prior SGD experience. During baseline, SGD responses resulted in access to a preferred item and there was no reinforcement for vocalizations. In Phase I of intervention, responses that included target vocalizations were differentially reinforced with a highly preferred target item and, following a delay, responses without vocalizations produced an easy distractor trial and access to a lesser-preferred item. Three participants increased vocalizations with these procedures alone. For two of these participants, closer approximations or full words were modeled and differentially reinforced during a secondary intervention phase, resulting in an increase in closer matches for one of them. The third did not require this intervention, but a second target was introduced successfully. Although the remaining three participants responded minimally to Phase I, vocalizations increased to high levels for two of these three participants after a vocal model was added and faded during Phase II. Independent SGD maintained throughout all phases of the study for all participants, and participants generalized the use of vocalization responses when the SGD was not present. [ABSTRACT FROM AUTHOR]

Objective: Evaluate the use of procedures to teach three nonvocal children with autism spectrum disorder to use a speech-generating device to mand for actions. Method: A multiple probe across participants design was used to evaluate the effectiveness systematic instruction and the use of a behavior chain interruption. Results: All three participants acquired the target mand. However, generalization to an untrained item only occurred for one participant. Conclusion: Results suggest that mands for actions expressed with a speech-generating device can be taught to children with autism spectrum disorder using systematic instruction and behavior chain interruption strategies. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder have minimal speech and are therefore candidates for learning to use speech-generating devices. Previous research has mainly focused on teaching children to use speech-generating devices to request preferred objects. While this is an important communication function, it would seem equally important for children to learn other communication functions, such as learning to reject non-preferred objects and learning to request breaks from non-preferred activities. The purpose of the present study was to evaluate procedures for teaching two children with autism spectrum disorder to use speech-generating devices for these different communication functions. The first child was taught to request preferred foods and reject non-preferred foods. The second child was taught to request a preferred toy and request a break from learning activities. Intervention involved creating opportunities for communication and then applying time delay, graduated guidance, and contingent reinforcement procedures. With intervention, both children learned to use the speech-generating device to perform their two respective communication responses. The results suggest a promising approach for teaching multifunction use of speech-generating devices to children with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to gain insight from speech-language pathologists (SLPs) and parents of children with autism spectrum disorder (ASD) regarding appealing features of augmentative and alternative communication (AAC) applications.Method: Two separate 1-hour focus groups were conducted with 8 SLPs and 5 parents of children with ASD to identify appealing design features of AAC Apps, their benefits and potential concerns. Participants were shown novel interface designs for communication mode, play mode and incentive systems. Participants responded to poll questions and provided benefits and drawbacks of the features as part of structured discussion.Results: SLPs and parents identified a range of appealing features in communication mode (customization, animation and colour-coding) as well as in play mode (games and videos). SLPs preferred interfaces that supported motor planning and instruction while parents preferred those features such as character assistants that would appeal to their child. Overall SLPs and parents agreed on features for future AAC Apps.Conclusion: SLPs and parents have valuable input in regards to future AAC app design informed by their experiences with children with ASD. Both groups are key stakeholders in the design process and should be included in future design and research endeavors. Implications for Rehabilitation AAC applications for the iPad are often designed based on previous devices without consideration of new features.Ensuring the design of new interfaces are appealing and beneficial for children with ASD can potentially further support their communication.This study demonstrates how key stakeholders in AAC including speech language pathologists and parents can provide information to support the development of future AAC interface designs.Key stakeholders may be an untapped resource in the development of future AAC interfaces for children with ASD. [ABSTRACT FROM AUTHOR]

People with autism spectrum disorder (ASD) have cognitive ability, organizational communication, and self-expression difficulties. It is necessary to study their processing and comprehension of what they hear; their problem-solving, logic, and understanding of cause-and-effect, inference, and the meaning of proverbs; and their ability to ask and answer questions to assess the cognitive stage of their autism. We designed an organizational sentence menu (OSM) to teach children with ASD to communicate with artificial intelligence (AI) robots (operant interaction for auditory understanding, OIAU). Speech generation devices (SGDs) with various OSM designs were tested on four children with autism spectrum disorder, and their improvement was assessed. We used applied behavioral analysis (ABA) to compare the effects of our interventions using various OSM designs. The results showed that our pedagogical guidance strategies were effective. These strategies incorporated AI robot-supported recommendations for the design of interactive operating interfaces that emerge from a stakeholder perspective. This study provides useful information on alternatives that help children with ASD advance their understanding of social interaction. [ABSTRACT FROM AUTHOR]

Five children with autism spectrum disorder (ASD) were taught to request preferred items using four different augmentative and alternative communication (AAC) displays on an iPad®-based speech-generating device (SGD). Acquisition was compared using multi-element designs. Displays included a symbol-based grid, a photo image with embedded hotspots, a hybrid (photo image with embedded hotspots and symbols), and a pop-up symbol grid. Three participants mastered requesting items from a field of four with at least three displays, and one mastered requesting items in a field of two. The fifth participant did not acquire requests in a field of preferred items. Individualized display effects were present, and the photo image appeared to have provided the most consistent advantages for three participants. Some errors were more or less common with specific displays and/or participants. The results have important implications for AAC assessment and implementation protocols. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder (ASD) often have difficulty generalizing newly acquired communication skills to different contexts. In this study, a multiple baseline across settings (clinic, school, and home) design was used to determine whether an 8-year-old boy with ASD could learn to approach communication partners to request preferred items using an iPad®-based speech-generating device (SGD). Results indicated that the participant learned to approach communication partners to request across all settings. Acquisition of this skill was fastest at school and slowest in the clinic. The participant's learning generalized to a novel room within the same setting, and he was also able to retrieve the SGD prior to approaching the communication partner without additional teaching. Results suggest that individuals with ASD may benefit from being systematically taught to use an SGD across different settings and communication partners. [ABSTRACT FROM AUTHOR]

Skinner (1957) described the tact as the most important verbal operant; however, there remains a disproportionate amount of research evaluating mand training compared to tact training for young children with autism. The current study sought to alleviate some of this disparity by evaluating the effectiveness of the iPad® and application Proloquo2Go™ as a speech-generating device, using a multiple baseline design, on the acquisition of a tact repertoire in three preschool aged children with autism. The procedures employed a time delay with full physical prompts, during a 'circle time' routine. During the circle time routine, the classroom teacher would read the lift-the-flap children's book 'Where's Spot?' and pause for five-seconds upon reaching the targeted animal for each respective student. During this time delay if the student independently selected the picture that corresponded to the animal, evoking the SGD's digitized output, the teacher provided verbal praise. If the child did not respond or responded incorrectly, a full physical prompt was used to evoke the tact of the animal. Results indicated that all three participants acquired the ability to tact at least one animal at 100% independence, across three consecutive sessions, after an average of four training sessions. This skill was also found to maintain for those two participants for whom maintenance data were taken. These results extend the evidence base on the use of the iPad® and application Proloquo2Go™ as a SGD, as well as, the research based on tacting acquisition. [ABSTRACT FROM AUTHOR]

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representingMORE,and (c) touching aMOREsymbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality. [ABSTRACT FROM PUBLISHER]

The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad®-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68–86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners. [ABSTRACT FROM AUTHOR]

The article presents a study that focuses on comparing the student and reacher use of two methods of Augmentative and Alternative Communication systems (AAC) and mentions about speech-generating device. It states that the results indicated equal acquisition across picture-based systems (PE) and speech-generating device. It states the assurance of procedural fidelity.

The slower and unnatural timing of speech inherent to speech-generating devices (SGDs) can be a barrier to successful aided telephone calls. The timing of message delivery when using an SGD may vary depending on the type of access method used. We measured the difference in the success rate of telephone calls made with an SGD either using switch scanning or direct selection with eye gaze. The scripted calls, asking for directions, were placed to 100 randomly selected businesses. Analysis showed a statistically significant difference in the success rate between the two conditions, with eye gaze access resulting in more successful calls. Findings from this study suggest that people who use SGDs for phone calls may improve the timing of message delivery by using eye gaze access compared to switch scanning. [ABSTRACT FROM AUTHOR]

Purpose: A 12-year-old girl, Emily, with complex communication needs and severe physical limitations, controlled a Lego robot from a speech-generating device (SGD) to do various “hands-on” academic activities. Emily’s teacher and assistive technology (AT) team thought that controlling a robot would motivate Emily to “use her SGD more”.Method: A descriptive case study was used because the integration of communication and manipulation technologies is not yet understood. Target activities and goals were chosen by Emily’s teacher and AT team. Emily performed several manipulative math activities and engaged in an “acting” activity aimed at increasing her message length. The competency skills needed to control a robot from the SGD were examined, as well as stakeholder satisfaction with the robot system.Results: Emily generated up to 0.4 communication events and 7 robot commands per minute in the activities. Her length of utterance was usually one-word long, but she generated two- and three-word utterances during some activities. Observations of Emily informed a framework to describe the competency skills needed to use SGDs to control robots. Emily and her teacher expressed satisfaction with robot use.Conclusion: Robot use could motivate students to build SGD operational skills and learn educational concepts.Implications for RehabilitationControlling a robot from a speech-generating device (SGD) could increase students’ motivation, engagement and understanding in learning educational concepts, because of the hands-on enactive approach.The robot and SGD system was acceptable to the participant and teacher and elicited positive comments from classmates. Thus, it may provide a way for children with disabilities to link with the curriculum and with other students in the classroom.Controlling a robot via SGD presents opportunities to improve augmentative and alternative communication operational, linguistic, social and strategic skills.Careful choice of activities will ensure that the activity requirements focus on the desired target skill, e.g. drawing or playing board games could be helpful to build operational skills and acting out stories could be helpful for building linguistic skills. [ABSTRACT FROM PUBLISHER]

Maternal directive and responsive behaviors were compared for 25 mothers and children with complex communication needs using two types of toys (familiar and unfamiliar toys). Each type of toy play was conducted with and without a single message speech-generating communication device (SGD) programmed to say “more.” Rate percentages of coded intervals for maternal directive and responsive behaviors were analyzed using repeated measures ANOVAs. Results indicated that mothers used significantly more responsive behaviors when playing with their own familiar toys than with unfamiliar toys, but no differences in directiveness between types of play. Mothers showed no differences in responsivity or directiveness when the SGD was added to play interactions, indicating that the SGD did not introduce task features that detracted from the mothers’ existing levels of responsivity with their children. Clinical implications are discussed. [ABSTRACT FROM PUBLISHER]

This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech-generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD-based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD. [ABSTRACT FROM AUTHOR]

Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. The study utilized an adapted alternating treatment design embedded in a multiple baseline design, with requesting of reinforcers as the dependent variable. Visual analysis of the results indicated that all participants required more prompted trials and sessions for the iPad/SGD condition. All participants learned a three step navigational sequence on the iPad. Participant preference probes were inconclusive and were not linked to speed of acquisition of requesting skills. Results suggest that both PECS and an iPad could be appropriate for teaching requesting skills to beginning communicators. [ABSTRACT FROM PUBLISHER]