Increasing functional use of an assistive communication device by a student with severe disabilities

McGregor, Gail; Young, Janet; Gerak, Julia; Thomas, Barbara A.; Vogelsberg, R. Timm

doi:10.1080/07434619212331276233

Cited by 18 publications

(6 citation statements)

References 27 publications

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“…For example, technology-based interventions focused on instruction via a handheld prompting system, smartphone, or tablet typically included pretraining (e.g., Alberto et al, 1999;Bereznak, Ayres, Mechling, & Alexander, 2012;Cihak, Kessler, & Alberto, 2008). Pretraining was also common for studies in which participants learned to use AAC (e.g., Allgood, Heller, Easterbrooks, & Fredrick, 2009;McGregor, Young, Gerak, Thomas, & Vogelsberg, 1992).…”

Section: Other Intervention Featuresmentioning

confidence: 99%

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

Gilson

Carter

Biggs

2017

Research and Practice for Persons with Severe Disabilities

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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.

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Section: Other Intervention Featuresmentioning

confidence: 99%

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

Gilson

Carter

Biggs

2017

Research and Practice for Persons with Severe Disabilities

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“…Romski and Sevcik [1996] found that young adults with severe cognitive impairments learned to make requests when using the System of Augmented Language that includes synthesized speech as one output mode. McGregor et al [1992] taught a young adult with physical and intellectual disabilities to express requests for assistance, materials, a break, and comments using a speech generating device. Healy [1994] found that speech output was beneficial in helping a young man with intellectual disabilities to increase initiations and responses in natural settings, while these communication functions were only maintained with non-voice output modes.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Voice Output on AAC-Supported Conversations of Persons with Alzheimer’s Disease

Fried-Oken

Rowland

Baker

et al. 2009

ACM Trans. Access. Comput.

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The purpose of this study was to determine whether the presence or absence of digitized 1–2 word voice output on a direct selection, customized augmentative and alternative communication (AAC) device would affect the impoverished conversations of persons with dementia. Thirty adults with moderate Alzheimer’s disease participated in two personally relevant conversations with an AAC device. For 12 of the participants the AAC device included voice output. The AAC device was the Flexiboard™ containing 16 messages needed to discuss a favorite autobiographical topic chosen by the participant and his/her family caregivers. Ten-minute conversations were videotaped in participants’ residences and analyzed for four conversational measures related to the participants’ communicative behavior. Results show that AAC devices with digitized voice output depress conversational performance and distract participants with moderate Alzheimer’s disease as compared to similar devices without voice output. There were significantly more 1-word utterances and fewer total utterances when AAC devices included voice output, and the rate of topic elaborations/initiations was significantly lower when voice output was present. Discussion about the novelty of voice output for this population of elders and the need to train elders to use this technology is provided.

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“…Individuals with severe and multiple disabilities, for example, have acquired specific request-making skills using SGDs (Schepis, Reid, & Behrmann, 1996;Soto, Belfiore, Schlosser, & Haynes, 1993); and individuals with autism have learned to use social comments (e.g., 'Thank you') and to respond to questions (e.g., 'Yes' and 'No') in the context of daily routines (Schepis, Reid, Behrmann, & Sutton, 1998). Increases in initiations of communicative interactions by individuals with disabilities using SGDs have also been noted (McGregor, Young, Gerak, Thomas, & Vogelsberg, 1992;Dattilo & Camarata, 1991). Conversational turn-taking between support personnel and people with severe disabilities has likewise been reported as an outcome of providing individuals with access to SGDs (Schepis & Reid, 1995;Schepis et al, 1998;O'Keefe & Dattilo, 1992).…”

Section: Overview Of Research Addressing Speech-generating Devicesmentioning

confidence: 93%

Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

Schepis

Reid

2003

Augmentative and Alternative Communication

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This paper focuses on the role of human service staff when supporting individuals with severe disabilities who use speech-generating devices (SGDs) for functional communication. Following a brief overview of research that demonstrates the efficacy of SGDs within this group, a summary is provided of skills staff require to help ensure that individuals with severe disabilities have opportunities to use SGDs in effective ways. A competency- and performance-based training model (based on adult learning principles) which has evolved through applied research is discussed in relation to providing relevant skills training. An applied research-based model for supervising and monitoring staff performance of SGD-related duties and responsibilities is also presented. Directions for future research, aimed at further enhancing the capacity of human service personnel to support people with severe cognitive disabilities in using SGDs, are noted.

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Increasing functional use of an assistive communication device by a student with severe disabilities

Cited by 18 publications

References 27 publications

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

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

The Effect of Voice Output on AAC-Supported Conversations of Persons with Alzheimer’s Disease

Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

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