Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

2021 ◽  
pp. 026565902198939
Author(s):  
Yvonne HL Yong ◽  
Anuradha S Dutt ◽  
Mo Chen ◽  
Adeline M Yeong
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Acquisition Rate ◽  
Baseline Design ◽  
Instruction Condition ◽  
Speech Generating Device ◽  
Concurrent Operant ◽  
Picture Exchange ◽  
Based Instruction

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities

2017 ◽  
Vol 42 (2) ◽  
pp. 89-107 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter ◽  
Elizabeth E. Biggs
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Performance Feedback ◽  
Augmentative And Alternative Communication ◽  
Instructional Methods ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Alternative Communication ◽  
Employment Skills ◽  
Based Instruction

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.

Case Studies of Intermediate Steps/Between AAC Evaluations and Implementation

2008 ◽  
Vol 17 (4) ◽  
pp. 150-155 ◽  
Author(s):  
Sheela Stuart ◽  
Christopher Ritthaler
Keyword(s):  
Case Studies ◽  
Augmentative And Alternative Communication ◽  
Motor Planning ◽  
Second Opinion ◽  
Alternative Communication ◽  
Successful Communication ◽  
School Based ◽  
Speech Generating Device ◽  
Communication Needs ◽  
And Behavior

Abstract This article presents two case studies of children with complex communication needs, including a diagnosis of autism. Although different in age and overall diagnoses, both children primarily used behaviors, gestures, and limited overall vocalizations for communication. In each case, some pictures and signing had been intermittently incorporated into their school programs with very little success. The school-based augmentative and alternative communication (AAC) teams had used the candidacy model and decided that, until the children made gains in cognition and behavior, they could not use any type of speech generating device. In each instance, the child's parent disagreed and requested a second AAC evaluation. The second opinion evaluating center incorporated Language Acquisition Though Motor Planning (LAMP) to utilize a speech generating device for participation in some motivating activities. Results were sufficiently positive to support trial use of this approach and private outpatient sessions were provided. The article includes a brief overview of the resulting journey: the give-and-take process between second opinion center, parents, and school to arrive at a form of successful communication for each child.

Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

Using a Speech-Generating Device to Enhance Communicative Abilities for an Adult With Moderate Intellectual Disability

2008 ◽  
Vol 46 (5) ◽  
pp. 376-386 ◽  
Author(s):  
Melissa A. Cheslock ◽  
Andrea Barton-Hulsey ◽  
MaryAnn Romski ◽  
Rose A. Sevcik
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Language Disorder ◽  
Expressive Language ◽  
Self Determination ◽  
Alternative Communication ◽  
Moderate Intellectual Disability ◽  
Speech Generating Device ◽  
Communicative Abilities

Abstract For adults with disabilities who are unable to speak, the literature recommends that intervention include augmentative and alternative communication (AAC) to improve communication and interactions with others. Some adults with moderate intellectual disabilities who exhibit limited functional speech are often overlooked as candidates for AAC interventions because they have some speech abilities. The perception is that they are too old to improve their language and communication skills. This article presents a case report of a 30-year-old woman with a moderate intellectual disability and a severe expressive language disorder who uses a speech-generating device as a compensatory strategy to facilitate her communicative abilities, independence, and self-determination.

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