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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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Chavers TN, Schlosser RW, Cheng C, Koul R. Effects of Interventions Involving Speech Output Technologies on Communication Outcomes for Individuals With Developmental Disabilities: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2248-2267. [PMID: 35969850 DOI: 10.1044/2022_ajslp-22-00039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This scoping review aimed to map the literature on the effects of interventions involving speech output technologies on communication outcomes for individuals with developmental disabilities other than autism spectrum disorder. METHOD A scoping review methodology was used to limit bias in searching, selecting, coding, and synthesizing relevant intervention studies. This involved a multifaceted search for studies conducted between 1991 and March 2021 using various electronic databases, ancestry searches, and forward citation searches from selected articles. Studies had to meet stringent inclusion criteria. Each study was summarized in terms of authors, purpose, participants, design, speech output, outcomes, effectiveness, and quality appraisal. RESULTS Twenty-five single-case experimental design studies (88 participants) and one group design studies (62 participants) qualified for inclusion. Most of the participants had multiple diagnoses followed by a diagnosis of cerebral palsy and Down syndrome. Most studies focused on requesting behaviors and to a much lesser extent on syntactic structure and word identification. A dearth of high-quality studies was identified. CONCLUSIONS Overall, there is a paucity of high-quality research investigating the effects of speech output technologies for children with developmental disabilities. Additionally, several directions for future research are posited. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20468928.
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Affiliation(s)
- Tiffany N Chavers
- Department of Speech, Hearing, and Language 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
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Cissy Cheng
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
| | - Rajinder Koul
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
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3
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Lynam A, Smith MM. Sibling involvement in interventions for children with a disability: a systematic review. Disabil Rehabil 2021; 44:4579-4589. [PMID: 33878995 DOI: 10.1080/09638288.2021.1913247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
PURPOSE To conduct a systematic review of the involvement of siblings of individuals with a disability in therapeutic interventions to explore (a) sibling roles, (b) reported outcomes related to participant skills, interactions, or relationships, and (c) participant experiences. METHODS A search of popular databases and grey literature was completed identifying studies published in English from 1999-2020. In total, 14,815 citations were extracted. Following a review of titles and abstracts, 31 studies met the inclusion criteria and were assessed for study quality. RESULTS The most common role assigned to siblings was that of a trained playmate (n = 11), followed by an untrained playmate (n = 5). Overall, the interventions reported positive outcomes, although sample sizes were small and variability in outcomes was high. None of the studies included adult participants and most (n = 28, 90.32%) included participants who had a diagnosis of Autism Spectrum Disorder (ASD). Over half of the studies reported participant experiences of the intervention, with most reporting positive experiences. CONCLUSIONS Notwithstanding the reported positive outcomes of the interventions in this review, further research is needed to better understand the specific impact of involving siblings in interventions, as is research with adult participants and participants with diagnoses other than ASD.Implications for RehabilitationSiblings can fulfil a range of roles, (e.g., trained playmate, instructor, model), when participating in interventions for an individual with a disability. frequently with positive outcomes.While overall involving siblings in interventions seems to lead to positive outcomes, the specific effect of involving a sibling (rather than a peer or parent) in an intervention is not clear.Most of the available research has focused on children with a diagnosis of autism spectrum disorder and so the findings may not apply across all disability groups.It is important to acknowledge sibling opinions about taking part in such interventions to ensure all participants' needs are being met.
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Affiliation(s)
- Aideen Lynam
- Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland
| | - Martine M Smith
- Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland
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Bastable K, Klopper S, Samuels A, Dada S. How Are Stakeholders With Autism Spectrum Disorder Included in the Social Validation of Augmentative and Alternative Communication Research? A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:817-832. [PMID: 33734889 DOI: 10.1044/2020_ajslp-20-00182] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Introduction Social validation or the inclusion of stakeholders in the research process is beneficial, as it may decrease bias, increases efficacy, and prevents harm. For direct stakeholders such as individuals with autism spectrum disorder (ASD), social validation has mostly included participants who do not experience significant speech, language, and communication limitations while frequently omitting individuals with ASD who have complex communication needs (CCN). The presence of CCN indicates that augmentative and alternative communication (AAC) strategies are needed for individuals to express themselves. Social validation should not be limited to being participants in an intervention but should include involvement in the research process. This requires an understanding of the current trends, levels, and mechanisms of involvement in AAC research. Purpose This review aimed to identify and describe the inclusion of direct stakeholders with ASD in the social validation of AAC research. Method A scoping review was conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews) methodology to identify AAC research that included stakeholders with ASD (direct and indirect) for social validation and to evaluate their level of involvement using the Typology of Youth Participation and Empowerment pyramid framework. Results Twenty-four studies were identified. Studies primarily included indirect stakeholders (e.g., caregivers) giving in-depth perspectives, while direct stakeholders were limited to being intervention participants. Conclusions Voices of direct stakeholders with ASD and CCN remain limited or excluded in research. Reasons for the exclusion of individuals with ASD and CCN from research and strategies for future inclusion are raised and discussed.
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Affiliation(s)
- Kirsty Bastable
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Sandra Klopper
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Alecia Samuels
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
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Evaluating Augmentative and Alternative Communication Modalities for Individuals With Developmental Disabilities: a Brief Review of the Last 5 Years. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-021-00226-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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6
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Wood S, Standen P. Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:435-450. [PMID: 33624400 DOI: 10.1111/1460-6984.12601] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 11/30/2020] [Accepted: 01/08/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND A significant proportion of adults with intellectual disabilities (ID) experience speech, language and communication difficulties which are associated with poor physical and mental health outcomes. Speech and language therapy (SLT) interventions are an important way to address these communication difficulties, yet there is limited available evidence to provide information about the effectiveness of the different approaches used for this heterogeneous group. AIMS To review the evidence available for the effectiveness of SLT interventions aimed at improving communication for adults with ID. METHODS & PROCEDURES A systematic search across relevant databases was performed. Information on methodological details of each relevant study, along with descriptions of the SLT interventions employed, were extracted and the Crowe Critical Appraisal Tool (CCAT) was used to assess quality. Findings were discussed in a narrative synthesis grouped by target communication skill. OUTCOMES & RESULTS A total of 10 relevant studies met the inclusion criteria. These were predominantly interventions aimed directly at adults with ID to improve speech, increase augmentative and alternative communication (AAC) use and develop interaction skills, with one study addressing work with carers. The included studies were all rated as low quality. There is weak preliminary evidence that SLT input can improve the communication skills of adults with ID. CONCLUSIONS & IMPLICATIONS There is insufficient evidence to draw strong conclusions about the effectiveness of SLT in this population. Further high-level evidence across speech, language and communication domains is urgently needed. What this paper adds What is already known on the subject There is limited evidence for community health interventions used with adults with ID. Previous reviews of SLT interventions found a lack of evidence base for this population. Some areas of SLT practice such as AAC have demonstrated potential benefits and other areas including speech work, social communication skills and training for communication partners have some evidence base for children with ID but there is currently insufficient evidence for adults with ID. What this paper adds to existing knowledge The study systematically reviews the current evidence base available when considering the effectiveness of SLT intervention for adults with ID. It provides weak evidence to suggest SLT intervention can improve communication in this population and highlights the need for clinically relevant, robustly designed studies to be undertaken in this field. What are the potential or actual clinical implications of this work? The lack of high-quality studies with sufficient power to draw conclusions about effectiveness means SLTs are not able to base their intervention choices on firm evidence. There is an urgent need to conduct robust research into the effectiveness of SLT interventions for adults with ID.
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Affiliation(s)
- Siȃn Wood
- Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, UK
| | - Penny Standen
- Division of Rehabilitation and Ageing, University of Nottingham, Nottingham, UK
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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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Barnard-Brak L, Watkins L, Richman D. Estimating effect size with respect to variance in baseline to treatment phases of single-case experimental designs: A Bayesian simulation study. ACTA ACUST UNITED AC 2020. [DOI: 10.1080/17489539.2020.1738625] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Affiliation(s)
- Lucy Barnard-Brak
- Special Education and Multiple Abilities, The University of Alabama, Tuscaloosa, AL, USA
| | - Laci Watkins
- Special Education and Multiple Abilities, The University of Alabama, Tuscaloosa, AL, USA
| | - David Richman
- Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA
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Reichle J, Simacek J, Wattanawongwan S, Ganz J. Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs. Behav Modif 2019; 43:841-878. [DOI: 10.1177/0145445519858272] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.
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Affiliation(s)
- Joe Reichle
- University of Minnesota, Minneapolis, MN, USA
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10
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Schlosser RW, Belfiore PJ, Sigafoos J, Briesch AM, Wendt O. Appraisal of comparative single-case experimental designs for instructional interventions with non-reversible target behaviors: Introducing the CSCEDARS ("Cedars"). RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:33-52. [PMID: 29853335 DOI: 10.1016/j.ridd.2018.04.028] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Revised: 04/06/2018] [Accepted: 04/30/2018] [Indexed: 06/08/2023]
Abstract
Evidence-based practice as a process requires the appraisal of research as a critical step. In the field of developmental disabilities, single-case experimental designs (SCEDs) figure prominently as a means for evaluating the effectiveness of non-reversible instructional interventions. Comparative SCEDs contrast two or more instructional interventions to document their relative effectiveness and efficiency. As such, these designs have great potential to inform evidence-based decision-making. To harness this potential, however, interventionists and authors of systematic reviews need tools to appraise the evidence generated by these designs. Our literature review revealed that existing tools do not adequately address the specific methodological considerations of comparative SCEDs that aim to compare instructional interventions of non-reversible target behaviors. The purpose of this paper is to introduce the Comparative Single-Case Experimental Design Rating System (CSCEDARS, "cedars") as a tool for appraising the internal validity of comparative SCEDs of two or more non-reversible instructional interventions. Pertinent literature will be reviewed to establish the need for this tool and to underpin the rationales for individual rating items. Initial reliability information will be provided as well. Finally, directions for instrument validation will be proposed.
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Affiliation(s)
- Ralf W Schlosser
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States; Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, United States; Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
| | - Phillip J Belfiore
- Program of Special Education and Applied Disability Studies, Mercyhurst University, United States
| | - Jeff Sigafoos
- Faculty of Education, Victoria University at Wellington, New Zealand
| | - Amy M Briesch
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States
| | - Oliver Wendt
- Department of Communication Sciences and Disorders, University of Central Florida, United States
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11
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Therrien MCS, Light J. Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augment Altern Commun 2016; 32:163-74. [PMID: 27414808 DOI: 10.1080/07434618.2016.1205133] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Abstract
Social interaction is one of the key components of education, yet children with complex communication needs often face social isolation in the classroom, rarely interacting with same-age peers. This study investigated the impact of the provision of an iPad(®) (1) with an AAC app with visual scene displays and a dyadic turn taking training on the number of communicative turns taken by children with complex communication needs in interaction with same-age peers. Two preschool children with complex communication needs and six peers without disabilities participated in this research. A single-subject, multiple probe across partners design with one replication was used to evaluate the effectiveness of the intervention on the frequency of communicative turns expressed by the children with complex communication needs. Parents, teachers, speech-language pathologists, and the children participated in social validation measures. As a result of intervention, Participant 1 showed immediate gains in the frequency of symbolic communicative turns after the first training session across all three partners (average gains of 30-46 symbolic communicative turns per 10-min session across peer partners). Participant 2 showed some initial gains, but they were not maintained over time (average gains of 11-24 turns across partners). Classroom implications and future research directions are discussed.
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Affiliation(s)
- Michelle C S Therrien
- a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA
| | - Janice Light
- a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA
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12
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Agius MM, Vance M. A Comparison of PECS and iPad to Teach Requesting to Pre-schoolers with Autistic Spectrum Disorders. Augment Altern Commun 2015; 32:58-68. [DOI: 10.3109/07434618.2015.1108363] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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13
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Schlosser RW, Koul RK. Speech Output Technologies in Interventions for Individuals with Autism Spectrum Disorders: A Scoping Review. Augment Altern Commun 2015; 31:285-309. [DOI: 10.3109/07434618.2015.1063689] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Romski M, Sevcik RA, Barton-Hulsey A, Whitmore AS. Early Intervention and AAC: What a Difference 30 Years Makes. Augment Altern Commun 2015; 31:181-202. [DOI: 10.3109/07434618.2015.1064163] [Citation(s) in RCA: 83] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Gevarter C, O'Reilly MF, Rojeski L, Sammarco N, Lang R, Lancioni GE, Sigafoos J. Comparing communication systems for individuals with developmental disabilities: a review of single-case research studies. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4415-32. [PMID: 24377101 DOI: 10.1016/j.ridd.2013.09.017] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Studies that have compared different communication systems for individuals with developmental disabilities were systematically reviewed in an effort to provide information useful for clinical decision making and directions for future research. Specifically, 28 studies that compared (a) non-electronic picture systems to speech generating devices, (b) aided AAC (e.g. picture exchange systems and SGDs) to unaided AAC systems (manual sign), or (c) AAC to speech-language interventions were included in this review. Dependent variables forming the basis for comparison included: (a) effectiveness (e.g. acquisition of systems and/or rate of use), (b) efficiency or rate of skill acquisition (c) participants' preference for systems, (d) occurrence of vocalizations and problem behavior, and (e) generalization across communication partners, settings, and time (i.e. maintenance). Results suggest that clear and consistent differences between communication systems are rare, precluding definitive statements regarding a universal best approach for all people with developmental disabilities. Instead, findings of this review support the consideration of an individual's existing skills, goals and preferences as part of the process of selecting an approach to communication.
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Gevarter C, O'Reilly MF, Rojeski L, Sammarco N, Lang R, Lancioni GE, Sigafoos J. Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: a review of the literature. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4404-4414. [PMID: 24139716 DOI: 10.1016/j.ridd.2013.09.018] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2013] [Accepted: 09/10/2013] [Indexed: 06/02/2023]
Abstract
Decisions regarding augmentative and alternative communication (AAC) for individuals with developmental disabilities (e.g. what AAC to use and how to teach a person to use a specific AAC modality) should involve consideration of different intervention component options. In an effort to elucidate such decisions and options, this review synthesized 14 studies, published between 2004 and 2012, comparing different AAC intervention components including different symbol sets, instructional strategies, or speech output within aided AAC systems, and different verbal operants within unaided AAC. Evidence supported the following: (a) different instructional strategies such as building motivation, using errorless learning, or adding video models to picture exchange interventions may improve the acquisition or rate of acquisition of picture exchange mands, (b) limited data supports training mimetic (imitated) or mand signs over tacts and (c) differences in symbol sets and speech output levels appeared to have little effect on AAC-based mand acquisition, but listener-based differences should be considered. These findings have implications for future research and clinical practice.
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Sigafoos J, Wermink H, Didden R, Green VA, Schlosser RW, O’Reilly MF, Lancioni GE. Effects of Varying Lengths of Synthetic Speech Output on Augmented Requesting and Natural Speech Production in an Adolescent with Klinefelter Syndrome. Augment Altern Commun 2011; 27:163-71. [DOI: 10.3109/07434618.2011.610355] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Iacono T, Lyon K, West D. Non-electronic communication aids for people with complex communication needs. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2011; 13:399-410. [PMID: 20583966 DOI: 10.3109/17549507.2011.482162] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Non-electronic communication aids provide one form of augmentative and alternative communication (AAC) for people with complex communication needs. The aim here was to explore non-electronic communication aids as one AAC option and research challenges. This aim was addressed by reviewing funding for the provision of AAC systems, data from an Australian pilot project providing non-electronic communication aids, an audit of aided AAC published studies (2000-2009), and discussion of the review literature. Combined, these sources indicate that although there is great demand for non-electronic communication aids, funding schemes, both in Australia and internationally, have focused on electronic communication aids. Such funding has usually failed to meet the total device costs and has not provided for adequate speech-language pathology support. Data from the pilot indicated the demand for non-electronic communication aids, and patterns suggest potential factors that govern the types selected. Despite the high demand for non-electronic aids, the research literature has tended to focus on electronic communication aids, including within intervention studies and addressing design features and long-term outcomes. Concerns about ensuring that AAC systems are chosen according to the assessed needs of individuals are discussed within the context of limitations in outcomes research and appropriate outcome measures.
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Affiliation(s)
- Teresa Iacono
- Communication Resource Centre , Scope, Melbourne, Australia.
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SCHEPIS MAUREEN, REID DENNIS. Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities. Augment Altern Commun 2009; 19:59-65. [DOI: 10.1080/0743461032000056469] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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20
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Schlosser RW, Raghavendra P. Evidence-Based Practice in Augmentative and Alternative Communication. Augment Altern Commun 2009. [DOI: 10.1080/07434610310001621083] [Citation(s) in RCA: 70] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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Schlosser R, Sigafoos J. Selecting graphic symbols for an initial request lexicon: integrative review. Augment Altern Commun 2009. [DOI: 10.1080/07434610212331281201] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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23
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Dyches TT, Davis A, Lucido B, Young J. Generalization of skills using pictographic and voice output communication devices. Augment Altern Commun 2009. [DOI: 10.1080/07434610212331281211] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Johnston SS, Buchanan S, Davenport L. Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC. Augment Altern Commun 2009; 25:136-44. [DOI: 10.1080/07434610902921516] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Schlosser RW, Lee DL, Wendt O. Application of the percentage of non-overlapping data (PND) in systematic reviews and meta-analyses: A systematic review of reporting characteristics. ACTA ACUST UNITED AC 2008. [DOI: 10.1080/17489530802505412] [Citation(s) in RCA: 49] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Schlosser RW, Koul R, Costello J. Asking well-built questions for evidence-based practice in augmentative and alternative communication. JOURNAL OF COMMUNICATION DISORDERS 2007; 40:225-38. [PMID: 16876187 DOI: 10.1016/j.jcomdis.2006.06.008] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2005] [Revised: 04/27/2006] [Accepted: 06/08/2006] [Indexed: 05/11/2023]
Abstract
UNLABELLED Evidence-based practice (EBP) is increasingly being advocated as the preferred approach to practice in augmentative and alternative communication (AAC). The EBP process involves multiple steps. The asking of a well-built question is the first step in the quest for answers. At the same time it is also often the first stumbling block for practitioners. To facilitate the asking of well-built questions it may be helpful to follow a template. The most frequently used template is PICO, which stands for patient, intervention, comparison, and outcome [Richardson, W., Wilson, M., Nishikawa, J., & Hayward, R. (1995). The well-built clinical question: A key to evidence-based decisions. ACP Journal Club, 123, A12-A13]. In this article, we examine the suitability of the PICO template for AAC in terms of the representativeness of the components, and the appropriateness of its subcomponents, and their terminology. Based on this analysis, we propose the PESICO template, which stands for person, environments, stakeholders, intervention, comparison, and outcome. This template is then illustrated with examples representing a range of decision-making areas in AAC. Finally, directions for future research are provided. LEARNING OUTCOMES The reader will be able to: (1) appreciate the importance of asking well-built questions, (2) name the shortcomings of the PICO template, and (3) describe the components of the proposed PESICO template for asking well-built questions.
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Di Marco M, Iacono T. Mental Health Assessment and Intervention for People With Complex Communication Needs Associated With Developmental Disabilities. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2007. [DOI: 10.1111/j.1741-1130.2006.00096.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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Schlosser RW, Sigafoos J. Augmentative and alternative communication interventions for persons with developmental disabilities: narrative review of comparative single-subject experimental studies. RESEARCH IN DEVELOPMENTAL DISABILITIES 2006; 27:1-29. [PMID: 16360073 DOI: 10.1016/j.ridd.2004.04.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2004] [Revised: 04/13/2004] [Accepted: 04/24/2004] [Indexed: 05/05/2023]
Abstract
Augmentative and alternative communication (AAC) as an area of clinical and educational practice involves a myriad of decisions related to the symbols, devices, and strategies from which each client must choose. These decision-making points can be productively informed through evidence from comparative intervention studies. The purpose of this review was to synthesize comparative AAC intervention studies using single-subject experimental designs involving participants with developmental disabilities. Following a systematic search, each qualifying study was reviewed in terms of a priori determined appraisal criteria, and summarized in tabular format. Studies were divided into three groups according to their study of aided approaches, unaided approaches, or a combination of both. Results are discussed in terms of methodological adequacy of the studies and their implications for future research and practice.
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Affiliation(s)
- Ralf W Schlosser
- Department of Speech-Language Pathology and Audiology, Northeastern University, 151C Forsyth, Boston, MA 02115, USA.
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Jones J, Stewart H. A description of how three occupational therapists train children in using the scanning access technique. Aust Occup Ther J 2004. [DOI: 10.1111/j.1440-1630.2004.00445.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Schlosser RW, Blischak DM. Effects of speech and print feedback on spelling by children with autism. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2004; 47:848-862. [PMID: 15324290 DOI: 10.1044/1092-4388(2004/063)] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, and N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback conditions. In the auditory-visual condition, children received both speech and print feedback, whereas in the auditory and visual conditions, only 1 type of feedback was provided. An adapted alternating treatments design was used. All 4 children reached criterion across conditions. Although 3 children reached criterion first with print or speech-print feedback, 1 child was most efficient with speech-print followed by speech feedback. Based on the findings of both studies, 2 distinct profiles of feedback efficiency are proposed. Children that exemplify the primarily visual profile spell words most efficiently when feedback involves print. Children that fit the auditory profile spell words most efficiently when feedback involves speech. The implications for understanding the learning characteristics of children with autism, as well as those for practice and further research are derived.
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Affiliation(s)
- Ralf W Schlosser
- Department of Speech-Language Pathology & Audiology, Northeastern University, Boston, MA 02115, USA.
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Mirenda P. Toward Functional Augmentative and Alternative Communication for Students With Autism. Lang Speech Hear Serv Sch 2003; 34:203-216. [DOI: 10.1044/0161-1461(2003/017)] [Citation(s) in RCA: 214] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2002] [Accepted: 03/24/2003] [Indexed: 11/09/2022] Open
Abstract
Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. The purpose of this article is to summarize research and directions for future research with regard to two questions related to the delivery of AAC supports to these individuals: (a) What AAC modality is preferable to use? and (b) What do we know about the use of voice output communication aids with people with autism?
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Dickerson SS, Stone VI, Panchura C, Usiak DJ. The meaning of communication: experiences with augmentative communication devices. Rehabil Nurs 2002; 27:215-20. [PMID: 12432668 DOI: 10.1002/j.2048-7940.2002.tb02016.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This study is a secondary analysis of data collected from end-users of Augmentative and Alternative Communication (AAC) devices as part of a project of the Rehabilitation Engineering Research Center on Technology Transfer (T2RERC). The original data, obtained from a Web-based focus group, were used to identify unmet consumer needs in existing AAC devices. The purpose of the secondary analysis was to give context to the original study through phenomenological interpretation of the narratives, thereby gaining an understanding of the common meanings and shared experiences and practices of people who use AAC technology. Underlying this study is the interpretive approach of Heideggerian hermeneutics; through reflective thinking, understanding of the human situation of AAC users in everyday life is uncovered or extended. Six themes and one constitutive pattern emerged to explain the participants' experiences with AAC devices: (a) maintaining effective communication, (b) interacting in various situations, (c) AAC device-imposing limitations, (d) wading through prepackaged technology, (e) AAC device giving more than a voice, (f) accepting the AAC device. The constitutive pattern was communication technology enables humanness. This information will make rehabilitation nurses aware of the value of the AAC device for the users and the limitations that the technology may impose on the users, as well as the need for others to accept the device. Nurses gaining this understanding may facilitate integration of AAC systems and the development of patient/nurse communication partnerships.
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