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

2018 ◽  
Vol 18 (3) ◽  
pp. 317-327 ◽  
Author(s):  
Elizabeth R. Lorah ◽  
Matt Tincani ◽  
Ashley Parnell
Keyword(s):  
Children With Autism ◽  
Handheld Technology ◽  
Current Trends ◽  
Speech Generating Device

Further investigation of increasing vocalizations of children with autism with a speech‐generating device

2019 ◽  
Author(s):  
Shawn K. Bishop ◽  
James W. Moore ◽  
Evan H. Dart ◽  
Keith Radley ◽  
Robyn Brewer ◽  
...  
Keyword(s):  
Children With Autism ◽  
Speech Generating Device

scholarly journals Teaching a Multi-Step Requesting Sequence to Two Adolescents with Autism Using  an iPod-based Speech Generating Device

2021 ◽  
Author(s):  
◽  
Donna Adorina Achmadi
Keyword(s):  
Differential Reinforcement ◽  
Children With Autism ◽  
Single Step ◽  
Multiple Baseline ◽  
Ipod Touch ◽  
Turn On ◽  
Speech Generating Device ◽  
Adolescents With Autism ◽  
Response Prompting ◽  
Prompt Fading

<p>Many children with autism fail to develop speech and are therefore candidates for the use of speech-generating devices (SGDs). However, existing studies are limited because they have tended to focus only on teaching an initial single-step requesting sequence. This thesis aimed to extend the existing literature by evaluating intervention procedures for teaching two adolescents with autism to perform multistep requesting sequences that required navigating across two screen pages (Intervention 1). Intervention 2 focused on teaching the adolescents to turn on and unlock the screen of the SGD prior to initiating the previously learnt multi-step requesting sequence. Both interventions made use of response prompting, prompt fading, and differential reinforcement procedures and were evaluated using the multiple-baseline across subjects design. Results showed that both interventions were effective in teaching these adolescents to use the iPod Touch(R) to make a sequence of requests. The results of the present study suggest that adolescents with autism can successfully learn to use an iPod Touch(R) to independently perform multi-step requesting sequences.</p>

Multi-component communication intervention for children with autism: A randomized controlled trial

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2104-2116
Author(s):  
Lauren H Hampton ◽  
Ann P Kaiser ◽  
Elizabeth A Fuller
Keyword(s):  
Social Communication ◽  
Intervention Group ◽  
Children With Autism ◽  
Spoken Language ◽  
Communication Intervention ◽  
Future Research ◽  
Caregiver Training ◽  
Control Group ◽  
Minimally Verbal ◽  
Speech Generating Device

The objective of this study is to evaluate the effectiveness of a multi-component communication intervention on social communication for young children with autism. As many as half of children with autism are not yet talking by age 3, and up to a third of children with autism will remain minimally verbal past age 5. Spoken language outcomes are greatest when parents and clinicians are delivering language interventions to children with autism as compared to parents or clinicians alone. This study incorporates caregiver training, Discrete Trial Teaching, and JASP + EMT + SGD. A total of 68 children between ages 3 and 5 with autism, and their caregivers, participated in this study. Children were randomly assigned to the treatment or control group. Children in the treatment group received 36 sessions of the multi-component intervention in the clinic and at home. Children in both groups received a speech-generating device and the caregivers received an individualized training on how to program the speech-generating device. All participants were evaluated prior to intervention, immediately following intervention, and 4 months following intervention. Children in the intervention group demonstrated significantly greater joint attention than those in the control group immediately following intervention. Children in the intervention group, additionally, demonstrated greater social communication with their caregivers 4 months following intervention. This brief, multi-component intervention may be effective for improving social communication in young children with autism who are at risk for remaining minimally verbal. Future research is needed to understand for whom and under what conditions this intervention is most effective. Lay abstract This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3–5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4 months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective.

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