Dean Sutherland

Using iPods(®) and iPads(®) in teaching programs for individuals with developmental disabilities: a systematic review.

We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.

Speech-generating devices versus manual signing for children with developmental disabilities.

We compared speed of acquisition and preference for using a speech-generating device (SGD) versus manual signing (MS) as augmentative and alternative communication (AAC) options. Four children with developmental disabilities (DD), aged 5-10 years, were taught to request preferred objects using an iPod(®)-based SGD and MS. Intervention was introduced in a multiple-probe across participants design and SGD and MS conditions were compared in an alternating treatments design. A systematic choice-making paradigm was implemented to determine if the children showed a preference for using SGD or MS. All participants showed increased use of SGD when intervention was introduced, but only three learned under the MS condition. Three participants exhibited a preference for the SGD while the remaining participant demonstrated a preference for using MS. Results support previous studies showing that individuals with DD often show a preference for different AAC options and extend previous data by suggesting that acquisition and maintenance was better for the preferred option.

Development of phonological representations and phonological awareness in children with speech impairment.

BACKGROUND Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain these childrens performance on phonological awareness tasks and subsequent early reading acquisition. AIMS The study investigated the following research questions. (1) Do preschool children with moderate or severe speech impairment show persistent difficulty on tasks designed to tap underlying phonological representations? (2) What is the relationship between performance on phonological representation tasks and measures of speech production, phonological awareness and early print decoding? METHODS & PROCEDURES Utilizing a longitudinal design, the performance of nine children (aged 3.09-5.03 years at initial assessment) with moderate or severe speech impairment and of 17 children of the same age with typical speech development were assessed on three occasions over a 12-month period. Assessments included receptive-based tasks designed to tap underlying phonological representations, speech production and phonological awareness measures. OUTCOMES & RESULTS Children with speech impairment had greater difficulty judging correct and incorrect productions of words, and had difficulty in reflecting on the accuracy of newly learned non-words. Moderate correlations were observed between performance on phonological representation and phonological awareness tasks. CONCLUSIONS Poorly specified underlying phonological representations will result in difficulties during listening, speaking and phonological awareness tasks, as well as create additional challenges during the decoding of written words for some children.

AAC use and service provision: A survey of New Zealand speech-language therapists

Augmentative and alternative communication (AAC) services for people with complex communication needs in New Zealand were investigated by surveying speech-language therapists. Two separate survey forms were developed and mailed to speech-language therapists who worked with either students or adults. In both survey forms, information was requested about (a) the provision of AAC intervention, (b) the professional needs of speech-language therapists providing AAC services, and (c) demographic information about students with complex communication needs. Low-tech communication options and sign language were the most commonly reported AAC strategies used by adults and students with complex communication needs. Students aged 5 – 10 years received the most AAC intervention. Cerebral palsy, intellectual disabilities and autism spectrum disorders were the most commonly reported etiologies of students who used AAC. A total of 86% of the respondents indicated a desire for further AAC information or training.

Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder

Abstract Objective: To compare how quickly children with autism spectrum disorder (ASD) acquired manual signs, picture exchange, and an iPad®/iPod®-based speech-generating device (SGD) and to compare if children showed a preference for one of these options. Method: Nine children with ASD and limited communication skills received intervention to teach requesting preferred stimuli using manual signs, picture exchange, and a SGD. Intervention was evaluated in a non-concurrent multiple-baseline across participants and alternating treatments design. Results: Five children learned all three systems to criterion. Four children required fewer sessions to learn the SGD compared to manual signs and picture exchange. Eight children demonstrated a preference for the SGD. Conclusion: The results support previous studies that demonstrate children with ASD can learn manual signs, picture exchange, and an iPad®/iPod®-based SGD to request preferred stimuli. Most children showed a preference for the SGD. For some children, acquisition may be quicker when learning a preferred option.

Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options.

Abstract The present study involved comparing the acquisition of multi-step requesting and social communication across three AAC options: manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Preference for each option was also assessed. The participants were two children with autism spectrum disorders (ASD) who had previously been taught to use each option to request preferred items. Intervention was implemented in an alternating-treatments design. During baseline, participants demonstrated low levels of correct communicative responding. With intervention, both participants learned the target responses (two- and three-step requesting responses, greetings, answering questions, and social etiquette responses) to varying levels of proficiency with each communication option. One participant demonstrated a preference for using the SGD and the other preferred PE. The importance of examining preferences for using one AAC option over others is discussed.

Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device.

Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech‐generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad®‐based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank‐you response after receiving the requested toy.

Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia

Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing PSTEPs to take on more inclusive perspectives and content. Examples of innovative changes in one programme in New Zealand and one in Australia are then described and discussed, particularly around how these changes seek to address these challenges. Some key facilitators for enhancing PSTEPs are put forward, namely positioning and embedding policy and practice in national and international contexts; embracing practices; working with the broader education faculty around the integration of course structures and content; listening to the views of practicing teachers; exploring pre-service teachers’ values, beliefs, attitudes, knowledge and concerns about engaging with and teaching students with diverse learning needs; building evidence-based programming and instructional knowledge, skills and practices for effective differentiation and adjustments; contributing to authentic mentoring networks; and encouraging professional development planning.

Preference-Enhanced Communication Intervention and Development of Social Communicative Functions in a Child With Autism Spectrum Disorder:

Individuals with autism spectrum disorder (ASD) who exhibit limited speech can learn to communicate using augmentative and alternative communication (AAC) systems. We describe the case of Ian, a 10-year-old boy with ASD who had learned to use an Apple iPod®- and iPad®-based speech-generating device (SGD)Note 1, picture exchange (PE), and manual signing (MS) for functional communication (e.g., requesting), but had difficulty in using these AAC systems for spontaneous and socially oriented functions of communication. His difficulties were originally conceptualized as reflecting the social interaction and communication deficits characteristic of ASD. Alternatively, we suggest that the intervention did not allow for the development of more advanced communication. A preference-enhanced intervention was introduced with Ian’s chosen AAC system only, that is the iPad®-based SGD. Opportunities for communication were created using highly motivating activities and behavioral strategies. Results suggest that the approach facilitated development of spontaneous and socially oriented communication.

Augmentative and Alternative Communication for Individuals with Autism Spectrum Disorder and Intellectual Disability

Opinion StatementMany individuals with autism spectrum disorder and intellectual disability are candidates for augmentative and alternative communication (AAC). We review two current trends in AAC research involving persons with ASD and intellectual disability. The first trend is the use of smartphone and tablet devices in AAC interventions. The second trend is the direct comparison of the relative efficacy of differing AAC options, for example comparing the use of manual signs versus picture-based communication systems versus speech-generating devices. Studies in the first group suggest that this new technology can be effectively used in AAC intervention. Studies in the latter group have found differences in how quickly some individuals have learned to use different options and differences in preference for the various options. These research trends suggest a possible new direction for AAC intervention that incorporates aspects of self-determination.