The effects of speech output technology in the learning of graphic symbols

The effects of auditory stimuli in the form of synthetic speech output on the learning of graphic symbols were evaluated. Three adults with severe to profound mental retardation and communication impairments were taught to point to lexigrams when presented with words under two conditions. In the first condition, participants used a voice output communication aid to receive synthetic speech as antecedent and consequent stimuli. In the second condition, with a nonelectronic communications board, participants did not receive synthetic speech. A parallel treatments design was used to evaluate the effects of the synthetic speech output as an added component of the augmentative and alternative communication system. The 3 participants reached criterion when not provided with the auditory stimuli. Although 2 participants also reached criterion when not provided with the auditory stimuli, the addition of auditory stimuli resulted in more efficient learning and a decreased error rate. Maintenance results, however, indicated no differences between conditions. Finding suggest that auditory stimuli in the form of synthetic speech contribute to the efficient acquisition of graphic communication symbols.

Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: a preliminary study

The effects of speech output and orthographic feedback on spelling performance were evaluated in this preliminary study. A nonspeaking student with autism was taught to spell words under three feedback conditions using a voice output communication aid. In the auditoryvisual condition, the participant received speech output and orthographic feedback. In the visual condition, the participant received only the orthographic feedback. In the auditory condition, the student received only speech output. An adapted alternating treatments design was used to evaluate the effects of the three feedback conditions. Although the participant reached criterion and maintained performance in each of the conditions, the provision of speech output alone and in combination with orthographic feedback resulted in more efficient spelling than the provision of orthographic feedback alone. Although replications with other subjects are necessary, findings suggest that speech output contributes to efficient spelling.

Effects of initial element teaching in a story-telling context on Blissymbol acquisition and generalization

Blissymbolics is a graphic symbol system used by individuals with little or no functional speech. The purpose of this study was to determine the effects of initial teaching of semantic elements on compound Blissymbol acquisition, retention, and generalization in a story-telling context. The subjects included 40 preschool children with normal cognitive abilities (mean chronological age = 45 months) who were assigned to one of two groups. Group I was taught elements before being taught compounds that contained these elements. Group II was taught elements before being taught compounds consisting of elements that were not taught previously. In addition, both groups received instruction in a second set of compounds that were taught directly, that is, without first being taught the elements. The teaching procedures and materials were socially validated by experts in Blissymbol instruction. Results indicate that the initial teaching of elements did not contribute to compound acquisition and retention, but did facilitate generalization to untrained compound Blissymbols. The results are discussed in terms of considerations for selecting an initial lexicon and Blissymbol teaching and research.