Generalization of skills using pictographic and voice output communication devices

Dyches, Tina Taylor; Davis, Annabelle; Lucido, Bonnie R.; Young, James R.

doi:10.1080/07434610212331281211

Cited by 30 publications

(14 citation statements)

References 15 publications

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“…Similar to the results of the Dyches et al (2002) study, Cathy's attempts to verbalize increased at the fast-food restaurants while using the AAC device, and program staff members reported that she became more confident in her communicative attempts. Measures at the fast-food restaurants prior to CBVI indicated no attempts to verbalize.…”

Section: Discussionsupporting

confidence: 80%

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

Mechling

Cronin

2006

J Spec Educ

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In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.

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Section: Discussionsupporting

confidence: 80%

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

Mechling

Cronin

2006

J Spec Educ

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“…In the majority of the remaining 31 papers, participants in the various studies were adolescents, but their inclusion was based largely on chronological age and their status as developmental adolescents was incidental to the focus of the papers. In some instances, the key focus centred on associated impairments that frequently present in addition to severe communication impairment -for example, learning disabilities (Cregan, 1993;Hamilton & Snell, 1993;Hinderscheit & Reichle, 1987;Reichle, Dettling, Drager, & Leiter, 2000) or sensory impairments (Cohen & Light, 2000;Dyches, Davis, Lucido, & Young, 2002). In other cases, where participants' ages ranged across the life span (Costello, 2000;Culp, Ambrosi, Berniger, & Mitchell, 1986;Jinks & Sinteff, 1994; Kelford-Smith, Thurston, Light, Parnes, & O'Keefe, 1989;Lanspa, Wood, & Beukelman, 1997), results were discussed on the basis of classification of participants into one of two groups: children or adults.…”

Section: The Current Knowledge Basementioning

confidence: 98%

The Dual Challenges of Aided Communication and Adolescence

Smith

2005

Augmentative and Alternative Communication

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Over the last two decades it has been recognized that spoken language and communication skills continue to develop during adolescence. It seems likely that, for people who use aided AAC, language learning similarly continues into adolescence. Despite its importance, this developmental period has been largely ignored in research. In this paper, the significance assigned to adolescence as a developmental period is reviewed. The language and communication changes that typify adolescence and the consequences of difficulties in these areas are considered. Potential challenges to aided communication systems and the implications of the linguistic and socio-communicative attributes of such systems are explored. Finally, an agenda for research is proposed in order to further the understanding among AAC professionals of this important developmental period.

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“…In addition to studies following the PECS protocols of Frost and Bondy (1994,2002), they also included studies employing ''any conventional use of pictorial material as a way of making requests for preferred items' ' (p. 4). Thus, studies that did not follow PECS protocols, and in which the participants pointed to a picture rather than actually exchanging it, were included (e.g., Dyches et al 2002;Keen et al 2001). In addition, no attempt was made to quantify the data obtained from the studies to evaluate either the overall efficacy or effectiveness of the approach or the effect of relevant variables on outcomes.…”

Section: Introductionmentioning

confidence: 99%

A Review of the Efficacy of the Picture Exchange Communication System Intervention

Preston

Carter

2009

J Autism Dev Disord

167

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The Picture Exchange Communication System (PECS) is a communication program that has become widely used, especially with children with autism. This paper reports the results of a review of the empirical literature on PECS. A descriptive review is provided of the 27 studies identified, which included randomized controlled trials (RCTs), other group designs and single subject studies. For 10 appropriate single subject designs the percentage of nonoverlapping data (PND) and percentage exceeding median (PEM) metrics were examined. While there are few RCTs, on balance, available research provides preliminary evidence that PECS is readily learned by most participants and provides a means of communication for individuals with little or no functional speech. Very limited data suggest some positive effect on both social-communicative and challenging behaviors, while effects on speech development remain unclear. Directions for future research are discussed including the priority need for further well-conducted RCTs.

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Generalization of skills using pictographic and voice output communication devices

Cited by 30 publications

References 15 publications

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

The Dual Challenges of Aided Communication and Adolescence

A Review of the Efficacy of the Picture Exchange Communication System Intervention

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