Donna Achmadi

Behavioral Intervention Promotes Successful Use of an iPod-Based Communication Device by an Adolescent With Autism:

Individuals with autism and limited speech are candidates for speech-generating devices (SGDs), but some individuals might experience difficulty in operating these devices. We describe the case of Steven, a 17-year-old adolescent with autism who used an iPod-based SGD, but had difficulty activating the speech output feature of this device. His difficulties were initially interpreted as motor control problems, suggesting the need to abandon this technology, prescribe a different SGD, or adapt his existing device. An alternative conceptualization was that the existing intervention procedures had failed to shape more effective response topographies. Along these lines, a behavioral intervention, involving differential reinforcement and delayed prompting, proved effective in shaping response topographies that enabled Steven to be more successful in activating the speech output function of his iPod-based SGD. The results suggest that behavioral intervention may provide an alternative to the more costly and involved process of replacing or modifying the person’s SGD.

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.

Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities

Anecdotal reports suggest that individuals with developmental disabilities who lack speech may be enabled to communicate through the use of a new iPod-based communication device. However, there appear to be limited empirical data demonstrating successful use of this new device by such individuals. This study was designed to provide empirical evidence on acquisition and functional use of an iPod-based communication device. Three individuals with developmental disabilities participated in baseline, acquisition-training, post-training, and follow-up phases that were staggered in a multiple-probe across participants design. Acquisition-training focused on teaching participants to request snacks, or snacks and toys, by selecting graphic symbols on an iPod Touch® with Proloquo2Go™ software. Graduated guidance, time delay, and differential reinforcement procedures were successful in teaching functional use of the iPod-based system to two of the three participants. These preliminary results support the use of this new iPod-based communication system for some individuals with developmental disabilities.

Teaching students with developmental disabilities to operate an iPod Touch(®) to listen to music.

We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch(®)) to listen to music. The intervention procedure included the use of video modeling, which was presented on the same iPod Touch(®) that the students were taught to operate to listen to music. Four phases (i.e., baseline, intervention, fading, and follow-up) were arranged in accordance with a delayed multiple-probe across participants design. During baseline, the students performed from 25 to 62.5% of the task analyzed steps correctly. With intervention, all three students correctly performed 80-100% of the steps and maintained this level of performance when video modeling was removed and during follow-up. The findings suggest that the video modeling procedure was effective for teaching the students to independently operate a portable multimedia device to access age-appropriate leisure content.

Use of Video Modeling to Increase Positive Peer Interactions of Four Preschool Children with Social Skills Difficulties

Difficulties initiating and maintaining positive social interactions with peers represents a significant problem for many preschool children. The present study sought to evaluate the use of a video modeling intervention for increasing positive peer interactions among four preschool boys who were assessed as having poor social skills. The video modeling intervention was evaluated in a delayed multiple probe across participants design. The video depicted successful entry of a peer in a play routine and maintenance of positive play behavior by the peer. Positive outcomes were achieved for two participants and variable outcomes for the remaining two children. Teachers and parents rated the intervention as acceptable. The results suggest an improvement in the amount of time engaged in positive social interactions with peers for two of the four participants with the onset of the video modeling intervention. The findings are discussed in relation to implications for early childhood practice and future research in the area.

Undergraduates' perceptions of three augmentative and alternative communication modes

Abstract Objective: To assess undergraduates’ perceptions of three augmentative and alternative communication (AAC) modes. Method: We showed 104 undergraduates a video clip of a person using each of the three AAC modes and asked them to rate each option in terms of perceived (a) intelligibility, (b) ease of acquisition, (c) effectiveness/acceptability, and (d) preference. The three AAC modes shown were (a) manual signing, (b) picture exchange, and (c) speech-generating device. Results: Mean ratings for perceived intelligibility and effectiveness/acceptability were significantly higher for the speech-generating device. The speech-generating device and manual signing options were rated as being more preferred over picture exchange. Picture exchange was rated significantly higher on perceived ease of acquisition. Conclusion: Speech-generating devices were perceived to have greater social validity than manual signing and picture exchange.

An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device

Children with neurodevelopmental disorders often present with little or no speech. Augmentative and alternative communication (AAC) aims to promote functional communication using non‐speech modes, but it might also influence natural speech production.

Investigating the validity of a structured interview protocol for assessing the preferences of children with autism spectrum disorders

Purpose: To investigate the congruent validity of a structured interview protocol for assessing the preferences of seven children with autism spectrum disorder (ASD). Method: Using the structured interview protocol described by Green et al., parents were asked to provide a rank ordering of their childs preferred foods, drinks, toys and sensory stimuli. The resulting rank order was then compared to the results of a multiple-stimulus without replacement preference assessment by calculating the Spearman rank order correlation coefficients. Results: The results revealed a high level of correspondence between the rank orderings of both assessments for four of the six participants for food and drink items and four of the seven participants for play items and sensory stimuli. Conclusion: Results support the use of the structured interview protocol to determine the preferences of children with ASD. Practical implications and directions for future research are discussed.

Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities

Abstract The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad®-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68–86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners.

Use of video modeling in conjunction with the Picture Exchange Communication Systems (PECS) possibly improves effectiveness in terms of initiations in four preschoolers with autism or developmental delay: A stronger design is needed in future replications

This review provides a summary and appraisal commentary on the treatment review by Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the Picture Exchange Communication System to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27, 3–11. Source of funding and disclosure of interest: No source of funding reported, and no conflicts of interest reported by the original authors of this research report.