subject:(speech generating device)

Victoria University of Wellington

1. Carnett, Amarie. Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour.

Degree: 2016, Victoria University of Wellington

URL: http://hdl.handle.net/10063/5237

► Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests.… (more)

▼ Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction. Advisors/Committee Members: Sigafoos, Jeff, van der Meer, Larah.

Subjects/Keywords: Autism Spectrum Disorder; Communication; Speech-generating Device

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APA (6^th Edition):

Carnett, A. (2016). Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5237

Chicago Manual of Style (16^th Edition):

Carnett, Amarie. “Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed January 15, 2021. http://hdl.handle.net/10063/5237.

MLA Handbook (7^th Edition):

Carnett, Amarie. “Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour.” 2016. Web. 15 Jan 2021.

Vancouver:

Carnett A. Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10063/5237.

Council of Science Editors:

Carnett A. Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5237

Baylor University

2. Strickland, Erica L. Promoting generalization of communication training by use of the iPad™.

Degree: MA, Educational Psychology., 2011, Baylor University

URL: http://hdl.handle.net/2104/8244

► The current study examined the effects of communication training with an iPad™ used as a speech generating device (SGD) to promote generalization to community settings.… (more)

Subjects/Keywords: Communication training.; Speech generating device.; Generalization.; iPad™.

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APA (6^th Edition):

Strickland, E. L. (2011). Promoting generalization of communication training by use of the iPad™. (Masters Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8244

Chicago Manual of Style (16^th Edition):

Strickland, Erica L. “Promoting generalization of communication training by use of the iPad™.” 2011. Masters Thesis, Baylor University. Accessed January 15, 2021. http://hdl.handle.net/2104/8244.

MLA Handbook (7^th Edition):

Strickland, Erica L. “Promoting generalization of communication training by use of the iPad™.” 2011. Web. 15 Jan 2021.

Vancouver:

Strickland EL. Promoting generalization of communication training by use of the iPad™. [Internet] [Masters thesis]. Baylor University; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/2104/8244.

Council of Science Editors:

Strickland EL. Promoting generalization of communication training by use of the iPad™. [Masters Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8244

Vanderbilt University

3. Johnson, Jeffrey Phillip. Voice Rest and Augmentative and Alternative Communication: A Feasibility Study.

Degree: MS, Hearing and Speech Sciences, 2012, Vanderbilt University

URL: http://hdl.handle.net/1803/12283

► Voice rest is frequently prescribed for patients following vocal fold surgery; however, patient compliance with voice rest has been found to be relatively low. This… (more)

Subjects/Keywords: vocal fold; speech generating device; AAC; laryngeal; text-to-speech; compliance

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APA (6^th Edition):

Johnson, J. P. (2012). Voice Rest and Augmentative and Alternative Communication: A Feasibility Study. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Johnson, Jeffrey Phillip. “Voice Rest and Augmentative and Alternative Communication: A Feasibility Study.” 2012. Thesis, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/12283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Johnson, Jeffrey Phillip. “Voice Rest and Augmentative and Alternative Communication: A Feasibility Study.” 2012. Web. 15 Jan 2021.

Vancouver:

Johnson JP. Voice Rest and Augmentative and Alternative Communication: A Feasibility Study. [Internet] [Thesis]. Vanderbilt University; 2012. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/12283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson JP. Voice Rest and Augmentative and Alternative Communication: A Feasibility Study. [Thesis]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern Mississippi

4. Bishop, Shawn Kathleen. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.

Degree: MS, Psychology, 2017, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/294

► This study aimed to extend the literature on VOCA as a means of producing increased verbal speech using a prompt delay and shaping methods.… (more)

Subjects/Keywords: autism; speech generating device; VOCA; Psychology; School Psychology

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APA (6^th Edition):

Bishop, S. K. (2017). Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/294

Chicago Manual of Style (16^th Edition):

Bishop, Shawn Kathleen. “Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 15, 2021. https://aquila.usm.edu/masters_theses/294.

MLA Handbook (7^th Edition):

Bishop, Shawn Kathleen. “Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.” 2017. Web. 15 Jan 2021.

Vancouver:

Bishop SK. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 15]. Available from: https://aquila.usm.edu/masters_theses/294.

Council of Science Editors:

Bishop SK. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/294

University of Sydney

5. Anderson, Kate Louise McCann. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .

Degree: 2015, University of Sydney

URL: http://hdl.handle.net/2123/13871

► Implementing a new speech generating device (SGD) can be a confronting and resource-intensive process for families. Around the world shortfalls in service capacity compromise both… (more)

▼ Implementing a new speech generating device (SGD) can be a confronting and resource-intensive process for families. Around the world shortfalls in service capacity compromise both the quality and quantity of in-person support that many families of children with a new SGD are able to access. In this mixed-methods study, parents’ learning needs when faced with unfamiliar SGD technology were investigated, using Jarvis’ Existential Learning Theory (2004) as a conceptual framework. Additionally, the impact of telepractice on parent learning outcomes was explored. The project presented here comprised two phases. In Phase 1 I explored 7 parents’ experiences of learning to implement SGD technology at home, and 13 speech-language pathologists’ (SLPs’) experiences of supporting this. Phase 1 data analysis revealed a range of themes concerning the experiences of support for families with a new SGD. Themes from Phase 1 were used to develop a telepractice learning and support package for families, which for Phase 2 of the study was trialled in a multiple baseline pilot (n = 3), and an additional case study. Outcome measures tracked frequency of device use at home, and also analysed SGD vocabulary output and parents’ use of aided language modelling during scheduled practice sessions. Semi-structured interviews were conducted with parents at the end of the study, to probe their opinions about the program. Quantitative outcomes from Phase 2 showed a unique profile of skill development for each family over the course of the study. The follow-up interviews with parents also highlighted the importance of personalised teaching and intervention strategies. The findings of Phases 1 and 2 fit with the diversity seen in Jarvis’ existential learning model, and emphasise the importance of taking the individual characteristics of learners into account. Results also highlighted the need for ongoing support of families with a new SGD, beyond the initial establishment period.

Subjects/Keywords: parent training; augmentative and alternative communication; speech generating device; telepractice; teleAAC

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APA (6^th Edition):

Anderson, K. L. M. (2015). Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13871

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Kate Louise McCann. “Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .” 2015. Thesis, University of Sydney. Accessed January 15, 2021. http://hdl.handle.net/2123/13871.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Kate Louise McCann. “Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .” 2015. Web. 15 Jan 2021.

Vancouver:

Anderson KLM. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . [Internet] [Thesis]. University of Sydney; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/2123/13871.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson KLM. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13871

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kentucky

6. Kapp, Kristen L. TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION.

Degree: 2017, University of Kentucky

URL: https://uknowledge.uky.edu/edsrc_etds/54

► The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the… (more)

Subjects/Keywords: Moderate and severe disabilities; Picture Communication System; iPad application; augmentative and alternative communication; Speech generating device; Special Education and Teaching

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APA (6^th Edition):

Kapp, K. L. (2017). TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/54

Chicago Manual of Style (16^th Edition):

Kapp, Kristen L. “TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION.” 2017. Masters Thesis, University of Kentucky. Accessed January 15, 2021. https://uknowledge.uky.edu/edsrc_etds/54.

MLA Handbook (7^th Edition):

Kapp, Kristen L. “TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION.” 2017. Web. 15 Jan 2021.

Vancouver:

Kapp KL. TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION. [Internet] [Masters thesis]. University of Kentucky; 2017. [cited 2021 Jan 15]. Available from: https://uknowledge.uky.edu/edsrc_etds/54.

Council of Science Editors:

Kapp KL. TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION. [Masters Thesis]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/54

University of Arkansas

7. Karnes, Alison Judith. Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account.

Degree: PhD, 2019, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3196

► As the prevalence of autism spectrum disorders (ASD) increases, it is important for practitioners to continue to improve evidence-based practices (EBP) for the treatment… (more)

▼ As the prevalence of autism spectrum disorders (ASD) increases, it is important for practitioners to continue to improve evidence-based practices (EBP) for the treatment of ASD symptoms (i.e., impairments in social communication and repetitive behaviors and restricted interests; American Psychiatric Association [APA], 2013). It is estimated that 30-50% of individuals with autism do not acquire functional speech (Wodka, Mathy, & Kalb, 2013). These individuals would make appropriate candidates for Augmentative and Alternative Communication (AAC; Mirenda, 2003). One form of AAC is the speech-generating device (SGD). Over the last ten years, tablet-based technologies including iPad minisⓇ have been emphasized in the SGD research (Lorah, Parnell, Whitby, & Hantula, 2014b). One of the limitations in the tablet-based technology literature is that there are few protocols using EBP for teaching verbal behavior using tablet-based technology as a SGD (Hedges & AFIRM Team, 2017). Practitioners working with SGD users require support in designing the screen layout, selecting the vocabulary, and determining effective teaching procedures for increasing verbal behavior. Therefore, the current study introduced the topic of motor planning with core vocabulary as considerations for use with tablet-based technology as SGDs to the behavior analytic literature. Because motor planning refers to the inner process of determining how to move, behavior analysts may be skeptical of using motor planning in practice. However, this study identified that motor planning is not an intervention but a strategy used in designing the screen layout or icon location. In addition, this study evaluated a basic protocol using motor planning with core vocabulary and a prompting package including within stimulus prompts and constant time delay with response prompts to teach manding using the iPad miniⓇ and Proloquo2GoTM as a SGD to three preschool aged children with ASD. This study also evaluated the effectiveness of the protocol on increasing vocal utterances throughout the session and decreasing problem behaviors during mand training. Results of the study indicated the protocol was effective in increasing a manding repertoire and that there were no effects on vocal utterances and problem behaviors. Advisors/Committee Members: Elizabeth R. Lorah, Suzanne Kucharczyk, Tom E. C. Smith.

Subjects/Keywords: applied behavior analysis; augmentative and alternative communication; autism spectrum disorder; core vocabulary; manding; motor planning; speech-generating device; verbal behavior; Applied Behavior Analysis; Communication Technology and New Media; Educational Assessment, Evaluation, and Research; Science and Technology Studies; Special Education and Teaching; Speech and Hearing Science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Karnes, A. J. (2019). Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3196

Chicago Manual of Style (16^th Edition):

Karnes, Alison Judith. “Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account.” 2019. Doctoral Dissertation, University of Arkansas. Accessed January 15, 2021. https://scholarworks.uark.edu/etd/3196.

MLA Handbook (7^th Edition):

Karnes, Alison Judith. “Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account.” 2019. Web. 15 Jan 2021.

Vancouver:

Karnes AJ. Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2021 Jan 15]. Available from: https://scholarworks.uark.edu/etd/3196.

Council of Science Editors:

Karnes AJ. Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3196

University of Arkansas

8. Miller, Jessica. The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder.

Degree: PhD, 2020, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3754

► The first of the following articles provides a review of the literature related to vocalizations among individuals with autism spectrum disorder (ASD) who use… (more)

▼ The first of the following articles provides a review of the literature related to vocalizations among individuals with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) systems, with special attention paid to speech-generating devices (SGD). After providing an overview of ASD, evidence-based practices (EBP), and AAC types and a brief history, this review evaluates studies that collected data on vocalizations in SGD-users, including both those that targeted vocalizations as a dependent variable and those that measured vocalizations as a collateral effect without directly targeting it. The goal of this review is to evaluate whether SGD use may lead to an increase in vocalizations and, if so, what interventions have shown promise in this pursuit. The second article is manuscript of a study evaluating the effects of a multi-phase AAC intervention package using modeling, prompting, and reinforcement on prelinguistic and linguistic partner-directed play communicative behaviors, in three preschoolers with ASD, using SGD. Using a multiple probe across behaviors design nested within a multiple probe across participants design, the researchers modeled and prompted holding up a toy (prelinguistic play communication), activating the SGD button “Look” (linguistic play communication), and engaging in partner-directed gaze with the interventionist. All three participants demonstrated some increase in prelinguistic communication and partner-directed gaze, although only one met and maintained full mastery criteria for all target behaviors. Results are discussed in terms of their contribution to AAC research involving prelinguistic and linguistic communication, and in terms of participant differences, such as prior SGD experience, size of imitation repertoire, and response to social praise, that may help account for variance in acquisition. Future directions are also discussed, including the need for further research on incorporating prelinguistic targets into SGD intervention. The final article is directed toward practitioners working with young children with ASD who use SGD and provides research-based guidelines for increasing opportunities for both prelinguistic and linguistic communication in that population. Using the literature reviewed in the first article, as well as the research reviewed and conducted related to the second article, this final article provides research-based strategies for increasing a variety of communicative behaviors, including prelinguistic (i.e., joint attention, gestures, and eye contact) and linguistic (i.e., SGD use as well as vocalizations alongside SGD use), in SGD-users with ASD. Advisors/Committee Members: Elizabeth R. Lorah, Christine Holyfield, Peggy Schaefer Whitby.

Subjects/Keywords: applied behavior analysis; augmentative and alternative communication; autism spectrum disorder; educational instruction; effective teaching practices; speech-generating device; Accessibility; Disability Studies; Early Childhood Education; Educational Methods; Educational Technology; Special Education and Teaching

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APA (6^th Edition):

Miller, J. (2020). The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3754

Chicago Manual of Style (16^th Edition):

Miller, Jessica. “The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder.” 2020. Doctoral Dissertation, University of Arkansas. Accessed January 15, 2021. https://scholarworks.uark.edu/etd/3754.

MLA Handbook (7^th Edition):

Miller, Jessica. “The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder.” 2020. Web. 15 Jan 2021.

Vancouver:

Miller J. The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Arkansas; 2020. [cited 2021 Jan 15]. Available from: https://scholarworks.uark.edu/etd/3754.

Council of Science Editors:

Miller J. The Use of Speech-Generating Devices for Preschoolers with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Arkansas; 2020. Available from: https://scholarworks.uark.edu/etd/3754

IUPUI

9. Crisp, Cheryl Lee. Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device.

Degree: 2009, IUPUI

URL: http://hdl.handle.net/1805/2033

►

Indiana University-Purdue University Indianapolis (IUPUI)

There are children in this world who are silenced by disability. The struggles of these children as they attempt to… (more)

▼

Indiana University-Purdue University Indianapolis (IUPUI)

There are children in this world who are silenced by disability. The struggles of these children as they attempt to find a voice are difficult and often considered insurmountable. With advances in computer technology, devices are available to assist the child to have a voice. This voice is not found easily or acquired without difficulty. Even after finding and acquiring the necessary device, the child requires education and support to learn to use the device effectively. Challenges may be specific to the child’s disability, the support systems involved with the child, or even the technology itself. It is the adults in the child’s life, and the child’s family in particular, who provide needed support and assistance in helping him/her find an effective way of expressing his/her ideas. Families are an essential component in assisting their children to learn to use the device. My pilot study examined parents’ likes and dislikes of their child’s communication device. The preliminary data from that study illuminated several factors that increased the struggles of these children and their families as they work together to learn the device. These factors include financial, emotional, and developmental costs; as well as the lack of appropriately trained professionals; and excessive time lapses from evaluation to receipt of the device. The purpose of this study was to give a voice to the experiences of families around a child’s use of one type of augmentative and alternative (AAC), a speech generating device (SGD), by analyzing family’s experiences of the child’s use of a SGD as seen through the lens of the child’s primary caregiver. Interpretive phenomenologic methods for data collection and interpretation were used to elucidate the experience of families who have a child who is currently using or who has previously used a SGD as a method of communication. One cannot learn about the lived experience of the family without first listening to their story and allowing the family to share how their child’s use of a SGD affected the life of their family.

Advisors/Committee Members: Ellet, Marsha L., Sloan, Rebecca S., Sturm, Lynne Anne, 1954-, Swenson, Melinda.

Subjects/Keywords: AAC, SGD, Speech Generating Device, Qualitative Research, Heideggerian Hermeneutics; Children with disabilities; Parents of children with disabilities; Self-help devices for people with disabilities

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APA (6^th Edition):

Crisp, C. L. (2009). Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crisp, Cheryl Lee. “Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device.” 2009. Thesis, IUPUI. Accessed January 15, 2021. http://hdl.handle.net/1805/2033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crisp, Cheryl Lee. “Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device.” 2009. Web. 15 Jan 2021.

Vancouver:

Crisp CL. Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device. [Internet] [Thesis]. IUPUI; 2009. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1805/2033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crisp CL. Out of the Chrysalis of Silence, Into a World of Possibilities: Family Experiences of Having a Child Who Uses a Speech Generating Device. [Thesis]. IUPUI; 2009. Available from: http://hdl.handle.net/1805/2033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Turner, Maribeth Lynn. What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?.

Degree: MA, Speech and Hearing Science, 2018, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

► Context: Guidelines for best practice for speech and language interventions for minimally verbal preschoolers diagnosed with ASD have not been well established. Objective: To systematically… (more)

▼ Context: Guidelines for best practice for speech and language interventions for minimally verbal preschoolers diagnosed with ASD have not been well established. Objective: To systematically review and analyze the current evidence on AAC and preschoolers with ASD through a hypothetical case study and a systematic review. Data Sources: A systematic review of English language articles using EBSCOhost databases from (2000-2018). Databases included Academic Search Complete, Academic Search Premier, CINAHL Plus with Full Text, ERIC, Health Source: Consumer Edition, Health Source Nursing/Academic Edition, MEDLINE with Full Text, and PsychINFO and were limited to peer-reviewed scholarly publications. Additional studies were identified by hand searching the bibliographies of literature reviews and studies found from the search. Search terms included alternative and augmentative communication or AAC, early intervention” and “autism spectrum disorders or autism or ASD”. Study Selection: Selection included only experimental designs and systematic reviews of moderate to high quality as designated by SCED, PEDRO or PRISMA ratings. Meta-analysis included only single case experimental designs that equivalently compared more than one mode of communication. Data Extraction: The author extracted raw data by modality from the results of the 10 comparison studies and used the TAU-U measure of effect size to meta-analyze the data and identify the most effective modalities. Data Synthesis: Data from the comparison studies indicated high moderate size for the picture exchange communication system Tau = 0.78 [90% CI:0.51, 1.0], high moderate for other picture-based communication modes Tau = 0.77 [90% CI: 0.58, 0.95], moderate for speech generating devices Tau= 0.72 [90% CI: 0.57, 0.84], and very low for manual sign Tau = 0.40 [90% CI: 0.24, 0.65] Conclusions: The evidence reviewed here indicates the best chances of finding a system of functional communication for preschoolers with ASD is to implement a focused, concurrent multi-modal approach involving both trained speech language therapists and natural communication partners (e.g., parents, peers, and teachers). Advisors/Committee Members: McCauley, Rebecca (Advisor).

Subjects/Keywords: Speech Therapy; Behavioral Sciences; Education; AAC; alternative and augmentative communication; autism; early intervention; preschool; ASD; autism spectrum disorder; comparison; Speech Generating Device; communication partner intervention; functional communication

…35 Speech Generating Devices (SGDs)… …29 Figure 5: Forest plot for Speech Generating Devices SGD… …little or no verbal speech. I – AAC interventions such as speech generating devices (SGDs… …cards but not the 8 manualized PECS intervention. Fourteen studies used a speech generating… …device (SGD), which is any technological device with speech output, these can range…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Turner, M. L. (2018). What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

Chicago Manual of Style (16^th Edition):

Turner, Maribeth Lynn. “What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?.” 2018. Masters Thesis, The Ohio State University. Accessed January 15, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

MLA Handbook (7^th Edition):

Turner, Maribeth Lynn. “What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?.” 2018. Web. 15 Jan 2021.

Vancouver:

Turner ML. What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2021 Jan 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

Council of Science Editors:

Turner ML. What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047

11. Jonsson, Jessica. Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat.

Degree: Logopedi, 2017, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838

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When an individual’s ability to communicate with speech does not function as expected, in many cases, augmentative and alternative communication, (AAC), can serve as… (more)

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When an individual’s ability to communicate with speech does not function as expected, in many cases, augmentative and alternative communication, (AAC), can serve as a support interaction with other persons. The purpose of this study is to investigate how a specific child’s communicative possibilities and abilities develop during the first months after introducing a speech generating device. The study’s main participant Alex is 6 years old and has been diagnosed with autism spectrum disorder and ADHD. Alex also has confirmed limitations regarding gross and fine motor skills and further investigation will examine the presence of childhood apraxia of speech. Two play situations were videotaped at approximately four months intervals and then analysed via conversation analysis and multimodal interaction analysis. At the study’s initial recording session Alex’ communication consisted of gestures and body language together with isolated vocalisations. There were no observed occurrences of spoken words. At the start of the study Alex had been using their speech generating device, SGD, for approximately six weeks. At the end of the study the SGD is found to have been integrated in Alex’ communication during the observed play situations. Its role as a communicative resource has developed from being primarily a device which the child presses in order to answer direct questions, into being used to organise, for example, turn taking, initiate new play rounds or asking questions, by way of other types of manipulation. In addition, Alex’ use of vocalisations has increased and become more situation specific. Baseline measurements were not conducted in this study, wherefore it is not possible to indicate the implementation of an SGD as the reason for Alex’ communicative development. Continued research is needed in order to achieve individual and optimum solutions for all who are dependent on support in their communication.

När en individs möjligheter att kommunicera med tal av någon anledning inte fungerar som förväntat kan i många fall alternativ och kompletterande kommunikation, förkortat AKK, fungera som ett stöd i interaktionen med andra människor. Syftet med denna studie är att undersöka hur ett specifikt barns kommunikativa möjligheter och förmågor utvecklas under de första månaderna efter att ett högteknologiskt AKK introducerats. Studiens huvuddeltagare Alex är 6 år och har diagnoserna autism i barndomen och ADHD. Alex har även konstaterade grov- och finmotoriska begränsningar och vidare undersökningar kommer att undersöka förekomst av verbal dyspraxi. Två leksituationer videofilmades med cirka fyra månaders mellanrum och analyserades sedan med samtalsanalys och multimodal interaktionsanalys. Vid studiens inledande inspelning utgjordes Alex kommunikation av gester och kroppsspråk samt enstaka vokaliseringar. Inga talade ord förekom. Vid studiens slut konstateras att hAKK vid den observerade leksituationen integrerats i Alex kommunikation. Dess roll som kommunikativ resurs har utvecklats från att främst vara en…

Subjects/Keywords: augmentative and alternative communication; AAC; high tech; speech generating device; SGD; communication; communicative; resources; observation; conversation analysis; CA; multimodal interaction analysis; alternativ och kompletterande kommunikation; AKK; högteknologisk; kommunikativ; observation; samtalsanalys; CA; multimodal interationsanalys; Medical and Health Sciences; Medicin och hälsovetenskap

…benämnt Childhood Apraxia of Speech (Cassidy m. fl., 2016, Tierney m. fl. 2015). I…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jonsson, J. (2017). Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jonsson, Jessica. “Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat.” 2017. Thesis, Uppsala University. Accessed January 15, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jonsson, Jessica. “Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat.” 2017. Web. 15 Jan 2021.

Vancouver:

Jonsson J. Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat. [Internet] [Thesis]. Uppsala University; 2017. [cited 2021 Jan 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jonsson J. Att börja använda ett högteknologiskt AKK : En 6-årings kommunikativa förmågor under de första månaderna efter introduktion av en pratapparat. [Thesis]. Uppsala University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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