We evaluated the effects of a voice output communication aid (VOCA) and naturalistic teaching procedures on the communicative interactions of young children with autism. A teacher and three assistants were taught to use naturalistic teaching strategies to provide opportunities for VOCA use in the context of regularly occurring classroom routines. Naturalistic teaching procedures and VOCA use were introduced in multiple probe fashion across 4 children and two classroom routines (snack and play). As the procedures were implemented, all children showed increases in communicative interactions using VOCAs. Also, there was no apparent reductive effect of VOCA use within the naturalistic teaching paradigm on other communicative behaviors. Teachers' ratings of children's VOCA communication, as well as ratings of a person unfamiliar with the children, supported the contextual appropriateness of the VOCA. Probes likewise indicated that the children used the VOCAs for a variety of different messages including requests, yes and no responses, statements, and social comments. Results are discussed in regard to the potential benefits of a VOCA when combined with naturalistic teaching procedures. Future research needs are also discussed, focusing on more precise identification of the attributes of VOCA use for children with autism, as well as for their support personnel.

All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institute's (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments.

No abstract

This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a monthlong summer writing program. A changing conditions single-subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed.In recent years there has been an increasing interest in technology applications for students with high-incidence disabilities, including students who struggle with writing.

Details ways that assistive technology can be used in the classroom for students with mild disabilities