Adding modeled speech-generating device use to a naturalistic language intervention facilitates generalized communicative spoken utterances immediately after treatment and generalized gains on declarative use 12 weeks after treatment ends in children with ASD who began treatment in the “word combination” stage

2014 ◽  
Vol 8 (4) ◽  
pp. 157-162 ◽  
Author(s):  
Paul J. Yoder ◽  
Amy Harbison Tostanoski ◽  
Micheal P. Sandbank
Keyword(s):  
Language Intervention ◽  
Word Combination ◽  
Children With Asd ◽  
Speech Generating Device ◽  
Device Use

scholarly journals Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

2018 ◽  
Vol 61 (8) ◽  
pp. 2045-2061 ◽  
Author(s):  
Kathy Thiemann-Bourque ◽  
Sarah Feldmiller ◽  
Lesa Hoffman ◽  
Stacy Johner
Keyword(s):  
Autism Spectrum Disorder ◽  
Repeated Measures ◽  
Experimental Treatment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Positive Effects ◽  
Randomized Control Trial Design ◽  
Children With Asd ◽  
Speech Generating Device ◽  
Business As Usual

PurposeThis 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.MethodEffects 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.ResultsChildren 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.ConclusionsResults 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.

Basic Principles of Language Intervention for Children Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 50-55
Author(s):  
Filip Loncke
Keyword(s):  
Language Acquisition ◽  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Language Intervention ◽  
Alternative Communication ◽  
Basic Principles ◽  
Lexical Development ◽  
Speech Generating Device ◽  
Beneficial Impact ◽  
Main Language

Abstract The study of language acquisition and processing and the practice of augmentative and alternative communication (AAC) intervention have a mutual beneficial impact. Each of the three major approaches in explaining language acquisition (rationalistic, empiricist, and functionalist) provides interesting perspectives in understanding the uniqueness of language acquisition through AAC. When looking at language processing, studies of AAC use can provide information on the multimodality and internal multimodal representational networks. The study of the main language components (phonology, morphology and syntax, lexicon) in AAC users raises interesting questions concerning (a) the effect of the use of a speech-generating device on an internal phonology, (b) the relation between morphological and syntactic rules and communicative effectiveness, and (c) the effect of the use of communication boards and devices on lexical development and lexical growth. AAC practice is a potential source of data that can lead to more effective intervention as well as to a better understanding of language processes in general.

Effects of parent instruction in partner-augmented input on parent and child speech generating device use

2019 ◽  
Vol 31 (1-2) ◽  
pp. 27-38 ◽  
Author(s):  
Jill E. Senner ◽  
Kathleen A. Post ◽  
Matthew R. Baud ◽  
Brian Patterson ◽  
Brianne Bolin ◽  
...  
Keyword(s):  
Speech Generating Device ◽  
Child Speech ◽  
Device Use
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