Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder (original) (raw)
Related papers
Journal of Developmental and Physical Disabilities, 2013
The purpose of the study was to compare picture exchange (PE) and an iPad™ -based speech generating device (SGD) in teaching mands to five preschool boys diagnosed with autism. Participants' preferences for each device were assessed following training. Three participants met mastery criterion for mands using the SGD more quickly, while two participants met mastery criterion for mands using PE more readily. However, the overall rate of independent manding across training and maintenance was higher for four participants using the SGD. Four participants demonstrated a clear preference for the SGD device and one for PE. Results are consistent with previous research showing that acquisition of alternative communication modalities varies across children with autism, and supports the use of assessment to determine modality preference.
LI-AR: an integration of technology and ABA methodology to improve communicative behavior in autism
2020
Previous research on the relative benefits of Speech Generating Device (SGD) as Augmentative and Alternative Communication Systems (AACs) has indicated controversial results regarding the effectiveness on improving communication skills and vocal production and on decreasing problem behaviors for children with autism spectrum disorder (ASD). The Language Interface for AAC Rehabilitation (LI-AR), is a new type of SGD. Its software creates innovations for teaching social interaction skills. Unlike the most popular SGDs, during the training with LI-AR, the vocal output is fully managed by a communication partner/therapist. The software is based on Applied Behavior Analysis methodology, and it allows to personalize teaching procedure in an automated way. The study presents the changes in communication skills and speech production reached by a child with ASD, after the LI-AR training. Results show a significant increase in communicative behaviors and a statistically significant improvemen...
Focus on Autism and Other Developmental Disabilities, 2009
Three children diagnosed within the autism spectrum between the ages of 5 and 7 years at different stages of communication development were supplied with speech-generating devices (SGDs) in their homes. The parents were taught to introduce the SGDs into home routines and the effects were evaluated naturalistically. Videotapes recorded by the parents before and during SGD use were coded with respect to communication effectiveness, mode, role in turn taking, and engagement in activity. Findings varied among the children and activities, but an increased level of communication effectiveness was seen during SGD use for all children. Variations of outcome among the three children and factors of importance for effective SGD use in the homes of children with autism spectrum disorders are discussed.
A Comparison of PECS and iPad to Teach Requesting to Pre-schoolers with Autistic Spectrum Disorders
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. ARTICLE HISTORY
The use of a functional communication device has proven to be successful for individuals with developmental delays and autism spectrum disorder (ASD). In this study, an iPad application titled "Go Talk Now Free" was evaluated as functional communication for a five-year-old boy diagnosed with ASD. An additional purpose with the replicate and extend the previous research on this topic. A model, lead, test intervention strategy was also employed.. Finally, an independent evaluation was implemented to assess our participant's acquisition and usage of the iPad application to make independent requests with this devise and app. This results showed that the participant increased his use and knowledge of making independent requests during his special education "choose time." Consequently, this increase in independent requests demonstrates the functional use of the iPad application "Go Talk Now Free" as a communication strategy for young child with ASD.
Journal of Speech Language and Hearing Research, 2018
This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method: Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results: Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions: Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers. Y oung children with autism spectrum disorder (ASD) who are nonverbal or minimally verbal often rely on a speech-generating device (SGD) to augment their communication. This type of augmentative and alternative communication (AAC) system has much empirical support on improving communication (
Journal of Applied Behavior Analysis, 2017
The present study was designed to teach conversational speech using text‐message prompts to children with autism spectrum disorder (ASD) in home play settings with siblings and peers. A multiple baseline design across children was used. Children learned conversational speech through the text‐message prompts, and the behavior generalized across peers and settings. Maintenance of treatment gains was seen at 1‐month follow‐up probes. Social validity measures indicated that parents of typically developing children viewed the participants' conversational speech as much improved after the intervention. Results are discussed in terms of the efficacy of text‐message prompts as a promising way to improve conversational speech for children with ASD.
Journal of Behavioral Education, 2018
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.