Ralf W. Schlosser

Application of the percentage of non-overlapping data (PND) in systematic reviews and meta-analyses: A systematic review of reporting characteristics

The percentage of non-overlapping data (PND; Scruggs, Mastropieri, & Casto, 1987) is one of several outcome metrics for aggregating data across studies using single-subject experimental designs. The application of PND requires the systematic reviewer to make various decisions related to the inclusion of studies, extraction of data, and analysis and interpretation of data. The purpose of this systematic review was to determine the reporting characteristics associated with the application of PND in systematic reviews and meta-analyses. The authors engage in a discussion of the reporting characteristics found in the data set and propose several directions for future applications and reporting of PND in systematic reviews.

Speech Output Technologies in Interventions for Individuals with Autism Spectrum Disorders: A Scoping Review.

The purpose of this scoping review was to (a) map the research evidence on the effectiveness of augmentative and alternative communication (AAC) interventions using speech output technologies (e.g., speech-generating devices, mobile technologies with AAC-specific applications, talking word processors) for individuals with autism spectrum disorders, (b) identify gaps in the existing literature, and (c) posit directions for future research. Outcomes related to speech, language, and communication were considered. A total of 48 studies (47 single case experimental designs and 1 randomized control trial) involving 187 individuals were included. Results were reviewed in terms of three study groupings: (a) studies that evaluated the effectiveness of treatment packages involving speech output, (b) studies comparing one treatment package with speech output to other AAC modalities, and (c) studies comparing the presence with the absence of speech output. The state of the evidence base is discussed and several directions for future research are posited.

Facilitated Communication and Authorship: A Systematic Review

Abstract Facilitated Communication (FC) is a technique whereby individuals with disabilities and communication impairments allegedly select letters by typing on a keyboard while receiving physical support, emotional encouragement, and other communication supports from facilitators. The validity of FC stands or falls on the question of who is authoring the typed messages – the individual with a disability or the facilitator. The International Society for Augmentative and Alternative Communication (ISAAC) formed an Ad Hoc Committee on FC and charged this committee to synthesize the evidence base related to this question in order to develop a position statement. The purpose of this paper is to report this synthesis of the extant peer-reviewed literature on the question of authorship in FC. A multi-faceted search was conducted including electronic database searches, ancestry searches, and contacting selected authors. The authors considered synopses of systematic reviews, and systematic reviews, which were supplemented with individual studies not included in any prior reviews. Additionally, documents submitted by the membership were screened for inclusion. The evidence was classified into articles that provided (a) quantitative experimental data related to the authorship of messages, (b) quantitative descriptive data on the output generated through FC without testing of authorship, (c) qualitative descriptive data on the output generated via FC without testing of authorship, and (d) anecdotal reports in which writers shared their perspectives on FC. Only documents with quantitative experimental data were analyzed for authorship. Results indicated unequivocal evidence for facilitator control: messages generated through FC are authored by the facilitators rather than the individuals with disabilities. Hence, FC is a technique that has no validity.

Identifying Performing and Under Performing Graphic Symbols for Verbs and Prepositions in Animated and Static Formats: A Research Note

The purpose of this study was to identify graphic symbols for verbs and prepositions that were performing and underperforming in static and animated formats in a recent experiment on the effects of animation on transparency, name agreement, and identification of graphic symbols. Variable-specific criteria were developed in order to define when a symbol is considered to be performing in terms of its transparency, name agreement, and identification accuracy. Additionally, across-variable heuristic criteria were developed that allowed classification of symbols into four categories: (a) performing exceptionally, (b) performing effectively, (c) performing adequately, and (d) performing inadequately. These criteria were applied to 24 symbols for verbs and 8 symbols for prepositions in both animated and static formats. Results indicated that the vast majority of the symbols performed adequately or better while a few did not. Potential reasons as to why some of the symbols may have underperformed are discussed. Where appropriate, implications for modifying existing symbols and future research are drawn. Although the fact that the heuristic criteria were developed post-hoc is discussed as a limitation, the benefits of the proposed categories bode well for future applications.

Tangible Symbols as an AAC Option for Individuals with Developmental Disabilities: A Systematic Review of Intervention Studies

Abstract We reviewed nine studies evaluating the use of tangible symbols in AAC interventions for 129 individuals with developmental disabilities. Studies were summarized in terms of participants, tangible symbols used, communication functions/skills targeted for intervention, intervention procedures, evaluation designs, and main findings. Tangible symbols mainly consisted of three-dimensional whole objects or partial objects. Symbols were taught as requests for preferred objects/activities in five studies with additional communication functions (e.g., naming, choice making, protesting) also taught in three studies. One study focused on naming activities. With intervention, 54% (n = 70) of the participants, who ranged from 3 to 20 years of age, learned to use tangible symbols to communicate. However, these findings must be interpreted with caution due to pre-experimental or quasi-experimental designs in five of the nine studies. Overall, tangible symbols appear promising, but additional studies are needed to establish their relative merits as a communication mode for people with developmental disabilities.

Effects of Environmental Sounds on the Guessability of Animated Graphic Symbols

Abstract Graphic symbols are a necessity for pre-literate children who use aided augmentative and alternative communication (AAC) systems (including non-electronic communication boards and speech generating devices), as well as for mobile technologies using AAC applications. Recently, developers of the Autism Language Program (ALP) Animated Graphics Set have added environmental sounds to animated symbols representing verbs in an attempt to enhance their iconicity. The purpose of this study was to examine the effects of environmental sounds (added to animated graphic symbols representing verbs) in terms of naming. Participants included 46 children with typical development between the ages of 3;0 to 3;11 (years;months). The participants were randomly allocated to a condition of symbols with environmental sounds or a condition without environmental sounds. Results indicated that environmental sounds significantly enhanced the naming accuracy of animated symbols for verbs. Implications in terms of symbol selection, symbol refinement, and future symbol development will be discussed.

Assistive Technology for People with Communication Disorders

This chapter provides an overview of studies that have evaluated the use of assistive technology to improve the communication functioning of individuals with specific types of communication disorders. The studies are divided into three groups based on the nature of the presenting communication disorder. The first group concerns studies that targeted individuals with cerebral palsy. The second group concerns studies on using assistive technology for people with other motor speech disorders, such as apraxia, dysarthria, and amyotrophic lateral sclerosis (ALS). The third group consists of studies focused on the use of assistive communication technologies to improve spoken and written language expression in people with aphasia. The final part of this chapter analyzes the overall outcomes of the three groups of studies reviewed, considers the implications of these findings for overall communication and social functioning, and highlights directions for future research.

Augmentative and Alternative Communication (AAC) in Intellectual and Developmental Disabilities

Abstract Many people with intellectual and developmental disabilities have severe communication impairments and therefore require intervention to establish an augmentative and alternative communication (AAC) mode. The aim of this chapter is to review contemporary practice and research related to the provision of AAC intervention to individuals with intellectual and developmental disabilities and severe communication impairment. Our review first considers the range of commonly used AAC devices, particularly computer-based AAC devices. We then delineate a number of priority concerns related to AAC intervention. Following this, we focus on reviewing research that has evaluated procedures for teaching AAC use to individuals with intellectual and developmental disabilities. Our research review includes studies that have (a) compared different AAC modalities, (b) examined the effects of AAC intervention on natural production speech, and (c) evaluated the use of AAC intervention as a treatment for the types of problem behavior that are prevalent among individuals with intellectual and developmental disabilities. The chapter ends by delineating several practice recommendations based on the preceding review of research evidence.

Chapter 3 Appraising Systematic Reviews: From Navigating Synopses of Reviews to Conducting One’s Own Appraisal

Systematic reviews – that is, research reviews that are rigorous and follow scientific methods – are increasingly important for assisting stakeholders in implementing evidence-based decision making for children and adults with disabilities. Yet, systematic reviews vary greatly in quality and are therefore not a panacea. Distinguishing “good” reviews from “bad” reviews requires time and skills related to the appraisal of systematic reviews. The purpose of this chapter is to inform stakeholders (i.e., practitioners, administrators, policy makers) of evidence-based information sources that provide synopses (i.e., appraisals) of systematic reviews, to provide guidance in reading and interpreting the synopses of various sources, and to propose how to make sense of multiple synopses from different sources for the same systematic review. A secondary purpose of this chapter is to illustrate how stakeholders can conduct their own appraisals if synopses are not available.

Repurposing Consumer Products as a Gateway to Just-in-Time Communication

ABSTRACT The rich feature set and flexibility of mobile technology offers a host of novel opportunities to provide specific and timely supports to individuals with communication and memory disorders. These “just‐in‐time” (JIT) supports can be used as prompts, reminders, rewards, strategies to increase independence, and expressive language supports for children and adults with communication and memory disorders. The purpose of this article is to examine current research on, and propose future directions for, repurposing consumer products to enhance JIT communication within the field of augmentative and alternative communication. Initially, a brief history of JIT supports will be reviewed, including a timeline and history of JIT‐enabling technology. Next, the taxonomy of JIT supports will be applied to current research in both individuals with autism spectrum disorder and individuals with acquired communication disorders (e.g., acquired brain injury, amyotrophic lateral sclerosis) to illustrate current clinical implications and evaluate current limitations of JIT supports. Finally, future directions for research and expanded use of consumer products to provide JIT supports will be discussed.