Elizabeth R. Lorah

A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder.

Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended.

Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children with Autism.

There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism.

Current trends in the use of handheld technology as a speech-generating device for children with autism.

Historically, given the exorbitant costs associated with its use, high capability speech-generating devices (SGDs) were often an impractical option as an augmentative and alternative communication (AAC) system for young children with autism spectrum disorder (ASD). However, since the release of the iPod Touch in 2007 and the subsequent release of the iPad in 2011, the field of ASD intervention has seen a rapid shift in the use of SGDs as an AAC system. These highly sought after consumer products are more popular than ever; however, to date there has not been a clear and evidenced-based system for their use. The purpose of this paper is to present the current empirical trends in the use of the iPad and application Proloquo2Go as an SGD for verbal operant training in young children with ASD and to present implications for use of the SGD in applied behavior analytic treatment of ASD. Additionally, implications for future research and practice are discussed.

Prompt delay and vocal prompting may increase vocal responses in children with developmental disabilities

This review provides a summary and appraisal commentary on the treatment review by Carbone, V. J., Sweeney-Kerwin, E. J., Attanasio, V., & Kasper, T. (2010). Increasing the vocal responses of children with autism and developmental disabilities using manual sign mand training and prompt delay. Journal of Applied Behavior Analysis, 43, 705–709. Source of funding and disclosure of interest: Funding was not reported. No conflicts of interests were reported.

Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device

Participants: Three participants were included in the study. Ryan was a 10-yearold male, with a diagnosis of autism. He demonstrated an age equivalency of 18 months according to the Verbal Behavior: Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008). Finally, he was able to spontaneously mand for 50 different items, including 15 missing items. Franny was a 13-year-old female, with the dual diagnosis of autism and Down syndrome. She demonstrated an age equivalency of 18 months according to the VB-MAPP. She was able to use a speechgenerating device (SGD) and a picture communication system to mand for 15 different items with discrimination. Seth was a 5-yearold male, with a diagnosis of autism. He demonstrated an age equivalency of 18 months as measured by the VB-MAPP. He displayed the ability to mand for 15 different items, with discrimination.

Effectiveness of Job Aids and Post Performance Review on Staff Implementation of Discrete Trial Instruction

ABSTRACT Discrete-trial instruction (DTI) is a well-established instructional method for teaching children with autism. Accurate implementation of DTI procedures requires that staff be well trained. This study examined the effectiveness of job aids followed by post performance review of strengths, errors, and accuracy on discrete trial instructional accuracy in three participants who conducted DTI within their current job positions. Additionally, primary training procedures were embedded within a meta-shaping procedure, which involved the gradual and systematic introduction of three levels of behavioral components required for accurate implementation of the DTI sequence with mastery criteria set at 90% accuracy across all three levels. As demonstrated in a changing criterion within a multiple baseline design, staff demonstrated increases in DTI accuracy following the initiation of the job aid condition; however, some degree of performance-based feedback was required to establish high levels of procedural fidelity across the DTI sequence. Performance accuracy on maintenance probes remained at high levels. These findings provide support that job aids followed by performance-based feedback may be an effective and efficient method for shaping high levels of DTI procedural fidelity in staff. Additionally, gradual shaping of the DTI accuracy may scaffold performance, minimize errors, and increase social validity.

The comparison of infant-directed speech and infant-directed song in the acquisition of listener responding in children with autism

Simpson, K., Keen, D., & Lamb, J. (2015). Teaching receptive labeling to children with autism spectrum disorder: A comparative study of using infant-directed songs and infant-directed speech. Journal of Intellectual and Developmental Disabilities, 40, 126–136. Source of funding and disclosure of interests: Supported by a PhD scholarship (to Simpson) by The Australian Catholic University Postgraduate Award. No interests were declared and no conflicts of interests were reported.