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Edgar TC, Schlosser R, Koul R. Effects of an Augmentative and Alternative Communication Intervention Package on Socio-Communicative Behaviors Between Minimally Speaking Autistic Children and Their Peers. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1619-1638. [PMID: 38771825 PMCID: PMC11253647 DOI: 10.1044/2024_ajslp-23-00313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 11/29/2023] [Accepted: 02/02/2024] [Indexed: 05/23/2024]
Abstract
PURPOSE The purpose of this study is to investigate the effectiveness of an augmentative and alternative communication (AAC) intervention package consisting of systematic instruction and aided modeling with speech-output technologies on the acquisition, maintenance, and generalization of socio-communicative behaviors-initiating a request for a turn, answering questions, and commenting-in four, minimally speaking (MS) autistic children between the ages of 6 and 9 years. METHOD A multiple-probe design across behaviors replicated across participants was implemented to evaluate the effects of systematic instruction and aided modeling on initiating requests for a turn, answering questions, and commenting behaviors. Additionally, a pre- and posttreatment multiple-generalization-probes design was used to assess generalization across peers. RESULTS Visual analyses demonstrated experimental control for two participants (i.e., Derek, Ajay) showing a functional relationship between the intervention and outcomes across all social communicative behavior. For one participant (i.e., Matthew), experimental control could not be established because he did not reach the learning criterion for commenting. The fourth participant (i.e., John) transferred to a different school after making some progress on requesting. Effect size indicator analyses corroborated these findings, indicating medium-to-strong effects for initiating requests for a turn strong effects for answering questions, and medium-to-strong effects for commenting. Generalization of socio-communicative behaviors from researcher to a typically developing peer was variable across participants. Participants maintained socio-communicative behaviors 3 weeks after the last intervention session with varying degrees of success. CONCLUSION The outcomes of this study suggest that aided modeling and systematic instruction using speech-output technologies may lead to gains in socio-communicative behaviors in some MS autistic children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25799935.
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Affiliation(s)
| | - Ralf Schlosser
- Department of Communication Sciences and Disorders, Northeastern University, Boston, MA
| | - Rajinder Koul
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
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Muharib R, Walker V, Dunn W. Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis. J Autism Dev Disord 2023:10.1007/s10803-023-06173-6. [PMID: 38019361 DOI: 10.1007/s10803-023-06173-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/26/2023] [Indexed: 11/30/2023]
Abstract
The purpose of this review was to assess the effectiveness of tablet-based speech-generating devices (SGDs) in improving communication skills for individuals with autism spectrum disorder (ASD). A total of 31 single-case design intervention studies involving 84 individuals with ASD were reviewed and included in the analysis. We calculated Tau-U to evaluate the impact of interventions involving tablet-based SGDs on four different communication responses: specifically, mands, intraverbals, tacts, and vocalizations. To explore potential moderating variables for mand outcomes, we used the Kruskal-Wallis one-way test. The analysis revealed that interventions utilizing tablet-based SGDs led to improvements in communication responses. Specifically, large to very large changes were observed in mand and intraverbal responses, whereas moderate changes were noted in tact responses and vocalizations. The findings of this review underscore the potential of tablet-based SGDs in enhancing communication among individuals with ASD. We discuss the findings and provide implications for future research and practice.
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Affiliation(s)
| | - Virginia Walker
- University of North Carolina at Charlotte, Charlotte, NC, USA
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Petursdottir AI, Ingvarsson ET. Revisiting Topography-Based and Selection-Based Verbal Behavior. Anal Verbal Behav 2023. [DOI: 10.1007/s40616-023-00182-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
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Gevarter C, Prieto V, Binger C, Hartley M. Dynamic Assessment of AAC Action Verb Symbols for Children with ASD. ADVANCES IN NEURODEVELOPMENTAL DISORDERS 2023; 7:1-15. [PMID: 36619010 PMCID: PMC9807428 DOI: 10.1007/s41252-022-00312-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
Objectives The purpose of this study was to determine whether children with autism spectrum disorder (ASD) make progress in learning to use action verb symbols on augmentative and alternative communication (AAC) applications across different communicative functions (requesting, labeling) and instructional formats (embedded instruction, discrete trial teaching). Methods Four preschool-aged children completed graduated prompting dynamic assessment sessions in which they were provided with varying levels of support (e.g., models, gestures) across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video during discrete trial teaching. An adapted multielement single-case design was used to compare participants' abilities to use symbols with different levels of support across the instructional conditions and a control. Results Differences between instructional and control conditions were established for three participants. Three participants also reduced the levels of support they needed to use symbols in at least two instructional conditions. Although participants initially required lower levels of support (i.e., less restrictive prompts) in the requesting condition compared to labeling conditions, these differences only maintained for one participant. Across participants, differences between labeling conditions were minimal. Conclusions Although children with ASD can use verb symbols with low levels of support during DA, additional intervention may be needed to increase independent responding. Individual characteristics may influence success across communicative functions.
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Affiliation(s)
- Cindy Gevarter
- Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA
| | - Valerie Prieto
- Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA
| | - Cathy Binger
- Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA
| | - Mary Hartley
- Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas NE, MSC01 1195, Albuquerque, NM 87131 USA
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Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders-A Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031192. [PMID: 35162220 PMCID: PMC8835076 DOI: 10.3390/ijerph19031192] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 01/07/2022] [Accepted: 01/10/2022] [Indexed: 11/26/2022]
Abstract
Mental disorders (MDs) with onset in childhood or adolescence include neurodevelopmental disorders (NDDs) (intellectual disability and specific learning disabilities, such as dyslexia, attention deficit disorder (ADHD), and autism spectrum disorders (ASD)), as well as a broad range of mental health disorders (MHDs), including anxiety, depressive, stress-related and psychotic disorders. There is a high co-morbidity of NDDs and MHDs. Globally, there have been dramatic increases in the diagnosis of childhood-onset mental disorders, with a 2- to 3-fold rise in prevalence for several MHDs in the US over the past 20 years. Depending on the type of MD, children often grapple with social and communication deficits and difficulties adapting to changes in their environment, which can impact their ability to learn effectively. To improve outcomes for children, it is important to provide timely and effective interventions. This review summarises the range and effectiveness of AI-assisted tools, developed using machine learning models, which have been applied to address learning challenges in students with a range of NDDs. Our review summarises the evidence that AI tools can be successfully used to improve social interaction and supportive education. Based on the limitations of existing AI tools, we provide recommendations for the development of future AI tools with a focus on providing personalised learning for individuals with NDDs.
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Srinivasan S, Patel S. Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum Disorder in India: A pilot study. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221120749. [PMID: 36382077 PMCID: PMC9620693 DOI: 10.1177/23969415221120749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Background & aims: The study assessed the efficacy of a novel, child-friendly, socio-culturally sensitive, icon-based Augmentative and Alternative Communication (AAC) system called Jellow Communicator, in teaching requesting skills to young children with Autism Spectrum Disorder (ASD) in a special school in Mumbai, India. Jellow is a comprehensive AAC system with a lexicon and pictorial library designed using a participatory, user-centric design process. The content of Jellow has been developed bearing in mind the socio-cultural and linguistic diversity of India. Jellow is available in low-tech (flashcards, booklet) and high-tech (Android and iOS app and desktop application) versions. Methods: The quasi-experimental longitudinal study involved seventeen 3.5-12-year-old children with ASD with communication challenges. Children were taught to use the Jellow AAC system to request for preferred items, as part of their regular speech therapy sessions. Each child received one-on-one training sessions with a licensed speech therapist twice a week over a 3-month duration, with each session lasting around 20-30 min. A systematic training protocol adapted from the original Picture Exchange Communication System (PECS) was developed to train children to use the Jellow system, progressing from flashcards to the app version of Jellow. Behavioral training strategies such as modeling, least-to-most prompting, differential reinforcement, and behavior chain interruption were used to facilitate requesting behaviors. The speech therapist assessed children's developmental level across multiple domains at pretest and posttest. We coded 3 videos per child, i.e., one early, one mid, and one late training session each, to assess changes in children's stage of communication, spontaneous requesting abilities, level of attention during training trials, and average time to completion for requesting trials. In addition, caregivers filled out questionnaires to assess training-related changes in children's adaptive functioning levels as well as the psychosocial impact of the Jellow AAC system on children's quality of life. Results: Children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow AAC system on their child's self-esteem, adaptability, and competence. Conclusions: The findings from our pilot study support the use of the novel, socio-culturally adapted, Jellow Communicator AAC system for teaching requesting skills to young children with ASD who use multiple communication modalities. Future studies should replicate our findings with a larger group of participants using a randomized controlled trial design. Implications: This is the first experimental study to systematically assess the effects of an indigenously-developed comprehensive AAC system adapted to the sociocultural and linguistic landscape of India. Our study results provide support for the use of the cost-effective Jellow Communicator AAC system in facilitating requesting skills in children with ASD who use multiple communication modalities. Clinicians can use low-tech and high-tech versions of Jellow to promote communication skills in children with ASD.
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Affiliation(s)
- Sudha Srinivasan
- Sudha Srinivasan, Physical Therapy Program,
Department of Kinesiology, University of Connecticut, 3107 Horsebarn Hill Road,
U-4137, Storrs, CT-06269, USA.
| | - Siddhi Patel
- Department of Audiology & Speech Therapy,
Topiwala National Medical College & BYL Nair Charitable Hospital,
Mumbai, India
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Chavers TN, Morris M, Schlosser RW, Koul R. Effects of a Systematic Augmentative and Alternative Communication Intervention Using a Speech-Generating Device on Multistep Requesting and Generic Small Talk for Children With Severe Autism Spectrum Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2476-2491. [PMID: 34586915 DOI: 10.1044/2021_ajslp-20-00353] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose The purpose of this study was to determine the effects of augmentative and alternative communication (AAC) intervention using a speech-generating device (SGD) on acquisition, maintenance, and generalization of multistep requesting and generic small talk in three children with severe autism spectrum disorder (ASD) between the ages of 7 and 13 years. Method A multiple-baseline design across participants combined with a posttreatment multiple-generalization-probe design was used to assess acquisition, generalization, and maintenance of target communicative behaviors with the experimenter and the participants' familiar communication partners (FCPs). Intervention was composed of systematic instruction in the use of an SGD using least-to-most prompting, constant time delay, error correction, and reinforcement. Results Visual analysis established a strong functional relationship between the independent variable and the two dependent variables (i.e., requesting preferred activities, engaging in generic small talk) for all three participants. Effect size indicator analyses corroborated these findings, indicating strong effects for performing multistep requesting and medium effects for engaging in generic small talk. All participants were able to generalize the acquired communicative behaviors to request new and untrained snacks and activities and engage in generic small talk with FCPs who were not part of the training. Maintenance of acquired communicative behaviors was demonstrated 3 weeks post completion of intervention. Conclusion This study provides preliminary evidence that AAC intervention using an SGD and incorporating least-to-most prompting, constant time delay, error correction, and reinforcement is effective in terms of multistep requesting and generic small talk behaviors in children with severe ASD. Supplemental Material https://doi.org/10.23641/asha.16663630.
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Affiliation(s)
- Tiffany N Chavers
- Department of Language, and Hearing Sciences, The University of Texas at Austin
| | - Madison Morris
- Department of Language, and Hearing Sciences, The University of Texas at Austin
| | - Ralf W Schlosser
- Department of Communication Sciences and Disorders, Northeastern University, Boston, MA
- Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, MA
| | - Rajinder Koul
- Department of Language, and Hearing Sciences, The University of Texas at Austin
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
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Gevarter C, Groll M, Stone E, Medina Najar A. A parent-implemented embedded AAC intervention for teaching navigational requests and other communicative functions to children with Autism spectrum disorder. Augment Altern Commun 2021; 37:180-193. [PMID: 34669532 DOI: 10.1080/07434618.2021.1946846] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
This study evaluated the effectiveness of an embedded naturalistic intervention for teaching augmentative and alternative communication (AAC) application responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities for their child to communicate with a grid-based AAC application during every-day routines such as play or mealtime. Communication targets included requesting objects using two-step taxonomic navigational responses, and requesting assistance, rejecting items, or making social comments/responses using a two-step message-strip response. During intervention, parents used strategies such as time delay, prompting, reinforcement, and device proximity (faded over time) to encourage target responses. Display formats and intervention targets were selected in consideration of prior dynamic assessment results. Effects of intervention were evaluated using a multiple probe across participants design. For functional navigational AAC item requesting, all three participants showed an immediate increase in responding that maintained at high levels. Functional AAC responding for other communicative purposes also increased, but at a more gradual pace. All three participants showed generalized responding when new items were added to displays, and when display pages with a larger array of folders and vocabulary items were introduced. Generalization to labeling tasks was mixed.
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Affiliation(s)
- Cindy Gevarter
- Department of Speech and Hearing Sciences, The University of New Mexico, Albuquerque, NM, USA
| | - Mariah Groll
- Sweet Talkers LLC, Charleston, South Carolina, USA
| | - Erin Stone
- Department of Speech and Hearing Sciences, The University of New Mexico, Albuquerque, NM, USA
| | - Adriana Medina Najar
- Department of Communication Disorders, Southern Connecticut University, New Haven, CT, USA
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Studying the Effects of Mobile Devices on Young Children with Autism Spectrum Disorder: a Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00264-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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10
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Crowe B, Machalicek W, Wei Q, Drew C, Ganz J. Augmentative and Alternative Communication for Children with Intellectual and Developmental Disability: A Mega-Review of the Literature. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2021; 34:1-42. [PMID: 33814873 PMCID: PMC8009928 DOI: 10.1007/s10882-021-09790-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/11/2021] [Indexed: 05/06/2023]
Abstract
Establishing evidence- and research-based practices relies upon research synthesis of individual studies in reviews and meta analyses. Further summarizing scientific evidence about a specific topic by synthesizing reviews is an area of need to determine practices that have a strong evidence base and to identify areas of methodological weakness and gaps in the literature. A mega-review of literature reviews, systematic reviews, and meta-analyses on interventions using aided augmentative and alternative communication (AAC) interventions for children with intellectual and developmental disabilities from 2000 to mid-2020 was conducted. Participant and interventionist demographics, interventions, settings, outcomes, and recommendations of each review were reported and summarized. A MeaSurement Tool to Assess systematic Reviews Revised (AMSTAR 2; Shea et al., 2017) was used to examine the methodological rigor of 84 included reviews. Over the past 20 years, published reviews have increased slightly in methodological rigor but demonstrate a number of methodological weaknesses that detract from the strength of evidence for AAC interventions with this population. Suggestions for improving the methodological rigor of literature reviews and areas for future research specific to AAC interventions are discussed.
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Affiliation(s)
- Becky Crowe
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Wendy Machalicek
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Qi Wei
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Christine Drew
- Department of Special Education, Rehabilitation and Counseling, Auburn University, Auburn, AL USA
| | - Jay Ganz
- Department of Special Education and Educational Psychology, Texas A&M University, College Station, TX USA
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Muharib R, Lang R, Walker VL, Phinney A, Rodriguez M. An Evaluation of Reinforcer Magnitude and Echoic Prompts on Vocal Requesting of Individuals with Autism Spectrum Disorder. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2021; 33:947-961. [PMID: 33584085 PMCID: PMC7873660 DOI: 10.1007/s10882-021-09787-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Abstract
Individuals with autism spectrum disorder (ASD) often have communication support needs and many rely on augmentative and alternative communication (AAC) systems to communicate. Previous research suggests that AAC use does not preclude the acquisition of spoken language and, in some cases, may facilitate improvements in spoken communication in children with ASD. This study systematically applied echoic prompting and manipulated reinforcer magnitude in an effort to increase the spoken requests of 3 children with ASD, ages 10-12 years, who used iPad-based speech generating devices (SGDs). The spoken language (vocal requests) of all 3 participants increased in frequency and 1 participant began using spoken language exclusively, even when the SGD was an option. Implications for practitioners and directions for future research in this area are discussed.
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Affiliation(s)
- Reem Muharib
- Texas State University & Clinic for Autism Research Evaluation and Support, 601 University Blvd, San Marcos, TX 78666 USA
| | - Russell Lang
- Texas State University & Clinic for Autism Research Evaluation and Support, 601 University Blvd, San Marcos, TX 78666 USA
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Gevarter C, Groll M, Stone E. Dynamic assessment of augmentative and alternative communication application grid formats and communicative targets for children with autism spectrum disorder. Augment Altern Commun 2020; 36:226-237. [DOI: 10.1080/07434618.2020.1845236] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Affiliation(s)
- Cindy Gevarter
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
| | | | - Erin Stone
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
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Tincani M, Miller J, Lorah ER, Nepo K. Systematic Review of Verbal Operants in Speech Generating Device Research from Skinner's Analysis of Verbal Behavior. Perspect Behav Sci 2020; 43:387-413. [PMID: 32647788 PMCID: PMC7316899 DOI: 10.1007/s40614-020-00243-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Skinner's (1957) book Verbal Behavior is a critical tool in designing effective communication programs for individuals with limited speech. The purpose of this systematic review was to analyze the speech generating device (SGD) research literature from Skinner's taxonomy of primary verbal operants. An extraction procedure yielded 56 studies published between 1995 and 2018, with a total of 221 participants, most of whom had autism spectrum disorder (ASD) or an intellectual and developmental disability (IDD). The large majority of SGD studies (42) targeted multiply controlled mands, whereas only a handful of studies targeted verbal operants that were not mands. Few studies employed procedures for fading contrived sources of stimulus control to promote spontaneous responding, and few studies targeted more sophisticated, topography-based responses (e.g., typing, speech). Results of the review highlight the need for better dissemination of Skinner's Verbal Behavior, the need for research to evaluate effects of SGD in teaching a greater variety of spontaneous verbal operants, and the need to focus on application of SGD with populations beyond individuals with ASD and IDD.
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Affiliation(s)
- Matt Tincani
- Temple University, 1301 Cecil B. Moore Ave., Ritter Hall 351, Philadelphia, PA 19122 USA
| | | | | | - Kaori Nepo
- Chimes of Delaware, Inc., Newark, DE USA
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Mitteer DR, Randall KR, Van Winkle LJ, Greer BD. Incorporating discriminative stimuli into functional communication training with augmentative and alternative communication devices: a tutorial. Augment Altern Commun 2020; 36:63-70. [PMID: 32238004 DOI: 10.1080/07434618.2020.1731761] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
Functional communication training (FCT) is a commonly used and effective treatment for problem behavior maintained by social reinforcement (e.g., an individual engages in self-injurious behavior to gain access to adult attention). FCT involves teaching an individual to emit an appropriate communication response to access the reinforcer maintaining problem behavior (e.g., pressing a "Play, please" symbol on a device to gain the communication partner's attention) and withholding that reinforcer following problem behavior (e.g., the communication partner minimizes attention-following problem behavior and waits for a communication response). Techniques such as incorporating discriminative stimuli (e.g., differently colored cards) can make FCT more practical for caregivers by teaching individuals when reinforcement is and is not available for communication responses while simultaneously mitigating treatment relapse. Despite the effectiveness of FCT with discriminative stimuli, no studies have leveraged the capabilities of augmentative and alternative communication (AAC) devices by embedding discriminative stimuli within AAC software (e.g., by coloring communication symbols or grids). Our tutorial provides a comprehensive overview of how practitioners can incorporate FCT with discriminative stimuli into practice and includes video models of how to design these treatments on two common AAC apps.
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Affiliation(s)
- Daniel R Mitteer
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kayla R Randall
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
| | - Leslie J Van Winkle
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
| | - Brian D Greer
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
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Muharib R, Alzrayer NM, Wood CL, Voggt AP. Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities. Augment Altern Commun 2019; 35:251-262. [DOI: 10.1080/07434618.2019.1704433] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Reem Muharib
- Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Nouf M. Alzrayer
- Department of Special Education, King Saud University, Riyadh, Saudi Arabia
| | - Charles L. Wood
- Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Ashely P. Voggt
- Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA
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