An Examination of Preference for Augmentative and Alternative Communication Devices with Two Boys with Significant Intellectual Disabilities

Abstract

Selecting an appropriate mode of communication is an important clinical decision when beginning an augmentative and alternative communication (AAC) intervention. In the present study, we investigated whether two boys with significant intellectual disabilities would show a preference for using one of three AAC devices. Initially, the boys were taught to use three AAC devices (i.e., Cyrano Communicator™, Mini-MessageMate™, and a Picture Communication Board) using a multiple-probe-across-devices design. One participant was successful with only one device, while the other was successful in acquiring basic use of all three devices (i.e., making a request using the device and demonstrating correspondence between the picture icon and item requested). The child who acquired basic use of all three devices participated in the second phase. A choice assessment was conducted using a free-operant paradigm to determine which of the three devices he preferred. In the final phase, the most preferred device was targeted for more specific instruction (i.e., retrieving the device from a distance, turning the device on, approaching a communication partner, getting the communication partner's attention, and using the device to make a request), using a changing criterion design. Results for this participant indicated that he had a clear preference for one device and was able to learn how to use it in a more functional manner. Limitations and suggestions for future research are discussed.

Keywords:

• AAC intervention
• Preference
• intervention
• Significant intellectual disability

Acknowledgements

Preparation of this manuscript was supported by a grant from the Franklin County Board of Developmental Disabilities (grant number GRT00007208). The authors would like to extend their gratitude to those members of the teaching staff who provided support during the implementation of this study.

Declaration of interest: The opinions expressed are those of the authors and do not necessarily reflect those of the granting agency.

Note

1 Information on the BIGmack™ switch can be found at the following website: http://www.thesensorycompany.co.uk/Catalog/ProductDetails.aspx?productID=68

2 Information on the Tech/Talk™ can be found at the following website: http://store.mayer-johnson.com/us/tech-talk.html

3 The PE system used in this study was not the same as PECS, but refers to a more generic mode of AAC communication in which the person gives a picture or symbol card to the communicative partner. PECS, in contrast, refers to a manualized program for teaching the use of picture exchange. In this research, we taught our participants to use a picture exchange without necessarily following the PECS manual precisely; thus, it is more appropriate to refer to the system as picture exchange rather than PECS.

4 Information on the DynaVox™ can be found at the following website: http://www.dynavox.com