Interaction and Use of Speech-Generating Devices in the Homes of Children with Autism Spectrum Disorders—An Analysis of Conversational Topics

Thunberg, Gunilla; Ahlsén, Elisabeth; Sandberg, Annika Dahlgren

doi:10.1177/016264340902400201

Cited by 10 publications

(4 citation statements)

References 21 publications

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“…Similarly in this study, changes in the adult‐child relationship after the introduction of the aids may have impacted on the children's language. Thus, although we cannot identify specific explanatory processes, our research adds to the observations of Drager et al (2009) and Thunberg et al (2009), by recording a positive impact on their complexity of the language when children with autism access a computer‐based VOCA intervention.…”

Section: Discussionmentioning

confidence: 70%

“…Our naturalistic study however, does not allow us to conclude that VOCA access alone facilitated this change in language. Checkley (2006) and Thunberg, Ahlsen & Sandberg (2009) …”

Section: Discussionmentioning

confidence: 99%

“…Our naturalistic study however, does not allow us to conclude that VOCA access alone facilitated this change in language. Checkley (2006) and Thunberg et al (2009) report changes in adult expectations and adult‐child interaction around VOCAs. Similarly in this study, changes in the adult‐child relationship after the introduction of the aids may have impacted on the children's language.…”

Section: Discussionmentioning

confidence: 99%

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“Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school

Checkley¹,

Reidy

Chantler

et al. 2012

Journal of Assistive Technologies

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PurposeThis naturalistic study adapted exploratory school practice in order to support empirically‐informed decision making in the provision of augmentative and alternative communication (AAC) technologies for children with autism.Design/methodology/approachResearch was conducted with three boys with autism and little speech, as part of a curricular literacy lesson. A mixed method approach, involving observational coding and staff diaries, identified how the boys used computer‐based voice output communication aids (VOCAs), also called speech generating devices (SGDs) and how the technology impacted on their communication and language. The boys were observed in initial lessons (“baseline” sessions), without the VOCA present and in sessions in which the VOCA was available (“intervention” sessions).FindingsVOCAs were used for two main communicative purposes; naming and giving information, with aids being used primarily to support curricular, task‐related communication. Existing modes of communication continued to be used when access to the VOCA was available. In addition, all three boys showed an increase in Mean Length of Utterance (MLU) after the VOCA was introduced. The findings suggest that computer‐based VOCA technology can augment children's communicative participation in lesson activities. Specific patterns of change were also recorded in the boys' communication, suggesting individualised responses to this technology.Originality/valueThis paper extends the empirical base for clinical decision making by reporting the use of high tech VOCAs by school age children with autism for additional forms of communication, beyond those described elsewhere. It adds to the evidence that interventions which include access to a computer VOCA can have a positive impact on the language complexity of children with autism. It describes the potential of VOCAs to provide an enabling and inclusive technology in a classroom setting.

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Section: Discussionmentioning

confidence: 70%

“…Our naturalistic study however, does not allow us to conclude that VOCA access alone facilitated this change in language. Checkley (2006) and Thunberg, Ahlsen & Sandberg (2009) …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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“Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school

Checkley¹,

Reidy

Chantler

et al. 2012

Journal of Assistive Technologies

View full text Add to dashboard Cite

show abstract

“…The goals of AAC use are not simply the application of communication units, but ultimately participation and inclusion in daily living activities (McNaughton et al, 2019). Research has shown that participation in conversational interactions, from healthcare to social environments, remains challenging for individuals with complex communication needs (Thunberg et al, 2009). In particular, the capacity to communicate self-assuredly in healthcare environments is important for individual autonomy.…”

Section: Impact Of Aac Interface Designmentioning

confidence: 99%

Ecological Design of an Augmentative and Alternative Communication Device Interface

Shea

St-Cyr

Chau

2021

Journal of Cognitive Engineering and Decision Making

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Autism spectrum disorder, cerebral palsy, brain stem stroke, and neurological injury are examples of conditions that may limit vocal communication. Augmentative and alternative communication (AAC) systems can provide a communication pathway to users who experience such complex communication needs, facilitating their societal participation and supporting some ability to direct their own care. We adapted the cognitive work analysis (CWA) framework to a linguistic domain for insights into an AAC design that best supports users’ communication. First, we applied the work domain analysis (WDA) to a popular commercial AAC system, Proloquo2Go. Data were gathered from guided AAC system use, domain experts, and the syntactic rules of the English language. The WDA exposed unmet needs in the commercial system. We then applied worker competency analysis to consider different approaches to present information and support user actions. The design included graphic forms and process views, and their integration into viewports and the workspace. Our novel application of CWA uncovered new considerations in AAC interface design and presents a nascent area of investigation, namely, AAC displays that more effectively support users’ goals. Future investigation will evaluate the mental workload of this AAC interface compared to that of current commercially available systems.

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Speech-Generating Devices for Communication and Social Development

Lancioni

Sigafoos

O’Reilly³

et al. 2012

Assistive Technology

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Interaction and Use of Speech-Generating Devices in the Homes of Children with Autism Spectrum Disorders—An Analysis of Conversational Topics

Cited by 10 publications

References 21 publications

“Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school

“Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school

Ecological Design of an Augmentative and Alternative Communication Device Interface

Speech-Generating Devices for Communication and Social Development

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