Larah van der Meer

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.

Communication interventions involving speech-generating devices for children with autism: A review of the literature

Objective: The current review synthesizes communication intervention studies that involved the use of speech-generating devices (SGD) for children with autism. Methods: Twenty-three studies were identified that met the inclusion criteria following systematic searches of electronic databases, journals and reference lists. Studies were evaluated in terms of: (a) participants, (b) setting, (c) mode of communication, (d) communication skill(s) taught to the participant, (e) intervention procedures, (f) outcomes, (g) follow-up and generalization, (h) reliability and treatment integrity and (i) design and certainty of evidence. Results: Intervention, most commonly targeting requesting skills, was provided to a total of 51 children aged 3–16 years. Intervention strategies followed two main approaches: operant/behavioural techniques and naturalistic teaching procedures. Positive outcomes were reported for 86% of the studies and 78% of the studies were categorized as providing conclusive evidence. Conclusion: The literature base suggests that SGDs are viable communication options for children with autism. However, several areas warrant future research.

The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature

Objective: This review synthesizes communication interventions that involved the use of speech generating devices (SGD) for individuals with developmental disabilities. Methods: Systematic searches of electronic databases, journals and reference lists identified 35 studies meeting the inclusion criteria. These studies were evaluated in terms of (a) participants, (b) SGD function, (c) SGD characteristics, (d) intervention procedures, (e) intervention results and (f) certainty of evidence. Results: Across these studies, intervention was provided to a total of 86 participants aged 1–42 years. Communication skills targeted included requesting, social or conversational skills, labelling items and receptive language. Intervention approaches were categorized as using Discrete Trial Training, Milieu teaching or a combined instructional approach. Positive outcomes were reported in 86% of the studies with 54% of studies categorized as providing conclusive evidence. Conclusion: This literature base is considered promising due to the large number of conclusive studies and the replication of intervention approaches.

Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature

We synthesized studies that assessed preference for using different augmentative and alternative communication (AAC) options. Studies were identified via systematic searches of electronic databases, journals, and reference lists. Studies were evaluated in terms of: (a) participants, (b) setting, (c) communication options assessed, (d) design, (e) communication skill(s) taught to the participant, (f) intervention procedures, (g) outcomes of the intervention and outcome of the preference assessment, (h) follow-up and generalization, and (i) reliability of data collection and treatment integrity. Seven studies, involving 12 participants, met the inclusion criteria. In these studies, individuals were taught to use either speech-generating devices (SGD), (b) picture exchange (PE) systems, and/or (c) manual signs. Assessments to identify preferences for using each AAC option were conducted in each study. Sixty-seven percent (n=8) of participants demonstrated some degree (≥55%) of preference for using SGD compared to 33% (n=4) of participants who demonstrated some degree (≥55%) of preference for PE. The results indicate that individuals with developmental disabilities often show a preference for different AAC options. Incorporating an assessment of such preferences might therefore enable individuals to exert some degree of self-determination with respect to AAC intervention.

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.

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.