Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

McLay, Laurie; Schäfer, Martina C. M.; Meer, Larah van der; Couper, Llyween; Mckenzie, Emma; O’Reilly, Mark F.; Lancioni, Giulio E.; Marschik, Peter B.; Sigafoos, Jeff; Sutherland, Dean

doi:10.1080/1034912x.2016.1188892

Cited by 24 publications

(7 citation statements)

References 14 publications

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“…In other words, the synthesized speech may function as a conditioned reinforcer which may increase the reinforcing value and have an evocative effect on the iPad as a communication device (Sobsey & Reichle, 1989). Recent research on preferences for AAC modalities points in a similar direction: McLay et al (2017) found that children with ASD who were being taught to request using a range of AAC modalities had more success using PECS or SGDs than using manual signs. During modality preference assessment probes participants most often selected the SGD indicating a preference for this modality.…”

Section: Discussionmentioning

confidence: 94%

Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder

et al. 2019

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This study used a multiple baseline, single-subject research design to investigate the efficacy of an iPad®-based speech-generating device (SGD). The iPad was equipped with the SPEAKall!® application to function as a SGD. SGDs are a form of aided augmentative and alternative communication (AAC) allowing a user to communicate using digitized and/or synthesized speech. Instruction followed a modified version of the intervention phases from the Picture Exchange Communication System (PECS). This modified PECS protocol was implemented with two adolescents and one young adult between the ages of 14 and 23. All three participants were diagnosed with severe autism spectrum disorder and little to no functional speech. Dependent measures included the ability to request for edible and tangible items as the primary measure, and the ability to engage in natural speech production as an ancillary measure to determine simultaneous, additive effects on speech acquisition. Results indicated increases in requesting behaviors for all three participants across intervention and maintenance phases. Once participants mastered requesting of edible items, they were able to generalize the skill to tangible items. However, mixed results were found when targeting natural speech production. Based on the current findings, the infusion of an iPad-based SGD into PECS instruction may be effective in increasing initial requesting skills; however, a facilitative effect on increasing speech acquisition cannot necessarily be expected for every participant.

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Section: Discussionmentioning

confidence: 94%

Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder

et al. 2019

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“…Why does the speech stimulus capture attention faster in comparison to visual and motion social stimuli? Many children with ASD prefer to interact with speech generative devices (SGD) in comparison to picture exchange (PE) and manual signs (MS) modalities [46], which indicates their preference for the speech factor in communication. This might be the reason why the speech stimulus captured the most attention of children with ASD in comparison to the visual and motion stimulus.…”

Section: Discussionmentioning

confidence: 99%

Attentional Behavior of Children With ASD in Response to Robotic Agents

et al. 2021

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Autism spectrum disorder (ASD) affects a variety of social skills in children. One of the most important social skills that are affected by ASD is the ability to pay attention; ASD introduces unnecessary temporal delays in the attentional behavior of children toward external stimuli. This research focuses on identifying the effect of different social stimuli from robotic agents to assess the attentional behavior of children with ASD. Latencies in shifting attention and the number of attentions paid to a stimulus are defined as indexes of attentional behaviors for children with ASD. Nine children with ASD (seven males and two females, mean: 7.57 ± 2.57 years) that had minimal to no symptoms of autism participated in this study. Two robotic agents presented visual, speech, and motion social stimuli to the participants. Regarding social stimuli, a significant effect on the latency in shifting attention (χ 2 (2)=9.55, p = 0.008) and the number of attentions paid (χ 2 (2)=9.56, p = 0.008) was observed in children with ASD. The speech stimulus captured the children's attention faster than the visual and motion stimuli in terms of latency in shifting attention and the number of attentions paid. Moreover, significant positive correlations were found for some pairs of stimuli among visual, speech, and motion stimuli for latencies in shifting attention, as well as the number of attentions paid using Pearson's correlation analysis. This study contributes to the literature in terms of the impact of robotic stimuli on the attentional behavior of children with ASD.

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“…Technological supports are a common method of choice for many children who use alternative and augmentative communicative support (Lorah, 2016; Lorah et al, 2013; McLay et al, 2016; Van der Meer et al, 2012) and Lámh the organization has responded positively to these advances and developed recreational and educational technologies. Parents were complimentary of the technological supports for the younger user but believed consideration of the needs of the older child is required so that age-appropriated material is produced.…”

Section: Discussionmentioning

confidence: 99%

Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh)

Glacken¹,

Healy²,

Gilrane³

et al. 2018

J Intellect Disabil

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Parents' experiences of using Lámh, a key word signing approach used in Ireland, were captured through in-depth face-to-face interviews with parents of children with a range of intellectual disabilities. It emerged that Lámh provides child users with one of the rudiments of inclusion, that is, a means of engaging with others. A number of factors can potentially influence the engagement achieved, namely ongoing family commitment to the sustainment of Lámh, available communication partners, accessibility, appropriate Lámh training, speech and language therapy support and the existence of a Lámh signing environment external to the home. The child's family, education and community need to commit to Lámh in order to support a child user become an active member of their community.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

Cited by 24 publications

References 14 publications

Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder

Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder

Attentional Behavior of Children With ASD in Response to Robotic Agents

Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh)

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