8,511
Views
55
CrossRef citations to date
0
Altmetric
Review Article

The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review

, , &
Pages 149-159 | Received 20 Jan 2017, Accepted 31 May 2017, Published online: 21 Jun 2017

References

  • *Acheson, M. (2006). The effect of Natural Aided Language Stimulation on requesting desired objects or actions in children with autism spectrum disorder (Unpublished doctoral dissertation). Cincinnati, Ohio: University of Cincinnati.
  • American Speech-Language-Hearing Association (ASHA). (2005). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Position statement. Retrieved from http://www.asha.org/policy/PS2005-00113/#sec1.1
  • Beukelman, D., & Garrett, K. (1988). Augmentative and alternative communication for adults with acquired severe communication disorders. Augmentative and Alternative Communication, 4, 104–121. doi:10.1080/07434618812331274687
  • Biggs, E. (2016). A systematic review of interventions involving aided AAC modeling for children with complex communication needs. Poster presented at the meeting of the International Society for Augmentative and Alternative Communication (ISAAC), Toronto, Ontario, Canada.
  • *Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching educational assistants to facilitate the multisymbol message productions of young students who require augmentative and alternative communication. American Journal of Speech-Language Pathology, 19, 108–120. doi:10.1044/1058-0360(2009/09-0015)
  • *Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, 30–43. doi:10.1080/07434610600807470
  • Binger, C., & Light, J. (2008). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication, 24, 123–138. doi:10.1080/07434610701830587
  • *Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24, 323–338. doi:10.1080/07434610802130978
  • *Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech, Language, and Hearing Research, 54, 160–176. doi:10.1044/1092-4388(2010/09-0163)
  • Camarata, S., & Nelson, K. (2006). Conversational recast intervention with preschool and older children. In R. McCauley & M. Fey (Eds.), Treatment of language disorders in children (pp. 237–264). Baltimore, MD: Paul H. Brookes.
  • Cohen, J. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement, 33, 107–112. Retrieved from: http://journals.sagepub.com/doi/pdf/10.1177/001316447303300111
  • *Dada, S., & Alant, E. (2009). The effect of Aided Language Stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology, 18, 50–64. doi:10.1044/1058-0360(2008/07-0018)
  • *Dexter, M.E. (1998). The effects of Aided Language Stimulation upon verbal output and augmentative communication during storybook reading for children with Pervasive Developmental Disabilities (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9832861)
  • Drager, K.D.R., Light, J.C., Carlson, R., D'silva, K., Larsson, B., Pitkin, L., & Stopper, G. (2004). Learning of dynamic display AAC technologies by typically developing 3-year-olds: Effect of different layouts. And Menu Approaches. Journal of Speech, Language, and Hearing Research, 47, 1133–1148. doi:10.1044/1092-4388(2004/084)
  • Drager, K.D., Light, J.C., Speltz, J.C., Fallon, K.A., & Jeffries, L.Z. (2003). The performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. doi:10.1044/1092-4388(2003/024)
  • *Drager, K.D., Postal, V.J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of Aided Language Modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112. doi:10.1044/1058-0360(2006/012)
  • Goodwin, A., Fein, D., & Naigles, L.R. (2012). Comprehension of Wh‐questions precedes their production in typical development and autism spectrum disorders. Autism Research, 5, 109–123. doi:10.1002/aur.1220
  • Goossens’, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5, 14–26. doi:10.1080/07434618912331274926
  • *Harris, M.D., & Reichle, J. (2004). The impact of Aided Language Stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, 155–167. doi:10.1044/1058-0360(2004/016)
  • International Society for Augmentative and Alternative Communication (ISAAC). (2017). What is AAC? Retrieved from: https://www.isaac-online.org/english/what-is-aac/
  • Kavale, K.A., Mathur, S.R., Forness, S.R., Quinn, M.M., & Rutherford, R.B. Jr, (2000). Right reason in the integration of group and single-subject research in behavioral disorders. Behavioral Disorders, 25, 142–157. Retrieved from http://www.jstor.org/stable/43153734
  • *Kent-Walsh, J., Binger, C., & Buchanan, C. (2015). Teaching children who use augmentative and alternative communication to ask inverted yes/no questions using aided modeling. American Journal of Speech-Language Pathology, 24, 222–236. doi:10.1044/2015_AJSLP-14-0066
  • *Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. American Journal of Speech-Language Pathology, 19, 97–107. doi:10.1044/1058-0360(2010/09-0014)
  • Kover, S.T., Haebig, E., Oakes, A., McDuffie, A., Hagerman, R.J., & Abbeduto, L. (2014). Sentence comprehension in boys with autism spectrum disorder. American Journal of Speech-Language Pathology, 23, 385–394. doi:10.1044/2014_AJSLP-13-0073
  • Krantz, P.J., MacDuff, M.T., & McClannahan, L.E. (1993). Programming participation in family activities for children with autism: parents’ use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138. doi:10.1901/jaba.1993.26-137
  • *,†Lancioni, G.E. (1983). Using pictorial representations as communication means with low-functioning children. Journal of Autism and Developmental Disorders, 13, 87–105. doi:10.1007/BF01531362
  • Light, J. (1997). “Let’s go star fishing”: Reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication, 13, 158–171. doi: 10.1080/07434619712331277978
  • Light, J., Drager, K., McCarthy, J., Mellott, S., Millar, D., Parrish, C., … Welliver, M. (2004). Performance of typically developing four-and five-year-old children with AAC systems using different language organization techniques. Augmentative and Alternative Communication, 20, 63–88. doi:10.1080/07434610410001655553
  • Ma, H.H. (2006). An alternative method for quantitative synthesis of single-subject researches percentage of data points exceeding the median. Behavior Modification, 30, 598–617. doi: 10.1177/0145445504272974
  • Mayer-Johnson Co. (1994). Picture communication symbols combination book. Solano Beach, CA: Mayer-Johnson Co.
  • Nelson, K.E., Camarata, S.M., Welsh, J., Butkovsky, L., & Camarata, M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech, Language, and Hearing Research, 39, 850–859. doi:10.1044/jshr.3904.850
  • O’Brien, A., Schlosser, R.W., Shane, H.C., Abramson, J., Allen, A.A., Yu, C., & Dimery, K. (2016). Just-in-time visual supports for children with autism via the Apple Watch: A pilot feasibility study. Journal of Autism and Developmental Disorders, 46, 3818–3823. doi:10.1007/s10803-016-2891-5
  • Parker, R.I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all non-overlapping data (PAND): An alternative to PND. The Journal of Special Education, 40, 194–204. Retrieved from: http://journals.sagepub.com/doi/abs/10.1177/00224669070400040101
  • Parker, R.I., Vannest, K.J., & Davis, J.L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35, 303–322. doi:10.1177/0145445511399147
  • Reichow, B. (2010). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-Based Practices and Treatments for Children with Autism (pp. 25–39). Boston (MA): Springer US.
  • Romski, M.A., & Sevcik, R. (1988a). Augmentative and alternative communication systems: Considerations for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 4, 83–93. doi:10.1080/07434618812331274667
  • Romski, M.A., & Sevcik, R.A. (1988b). Augmentative communication system acquisition and use: A model for teaching and assessing progress. NSSLHA Journal, 16, 61–75.
  • Romski, M.A., & Sevcik, R. (1993). Language comprehension: Considerations for augmentative and alternative communication. Augmentative and Alternative Communication, 9, 281–285. doi:10.1080/07434619312331276701
  • Romski, M.A., Sevcik, R.A., Adamson, L.B., Cheslock, M., & Smith, A. (2007). Parents can implement AAC interventions: Ratings of treatment implementation across early language interventions. Early Childhood Services, 1, 100–115.
  • *Romski, M.A., Sevcik, R.A., Adamson, L.B., Cheslock, M., Smith, A., Barker, R.M., & Bakeman, R. (2010). Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 53, 350–364. doi:10.1044/1092-4388(2009/08-0156)
  • *Romski, M.A., Sevcik, R.A., Robinson, B., & Bakeman, R. (1994). Adult-directed communications of youth with mental retardation using the System for Augmenting Language. Journal of Speech, Language, and Hearing Research, 37, 617–628. doi:10.1044/jshr.3703.617
  • *,†Rosa-Lugo, L.I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using augmentative and alternative communication during storybook reading. Communication Disorders Quarterly, 30, 49–61. doi:10.1177/1525740108320353
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2006). Publication bias in meta-analysis: Prevention, assessment and adjustments. Hoboken: John Wiley & Sons.
  • *,†Schlosser, R.W., Belfiore, P.J., Nigam, R., Blischak, D., & Hetzroni, O. (1995). The effects of speech output technology in the learning of graphic symbols. Journal of Applied Behavior Analysis, 28, 537–549. doi:10.1901/jaba.1995.28-537
  • Schlosser, R.W., Laubscher, E., Sorce, J., Koul, R., Flynn, S., Hotz, L., & Shane, H. (2013). Implementing directives that involve prepositions with children with autism: A comparison of spoken cues with two types of augmented input. Augmentative and Alternative Communication, 29, 132–145. doi:10.3109/07434618.2013.784928
  • Schlosser, R.W., Lee, D., & Wendt, O. (2008). Application of the percentage of non-overlapping data (PND) in systematic reviews and meta-analyses: A systematic review of reporting characteristics. Evidence-Based Communication Assessment and Intervention, 2, 163–187. doi:10.1080/17489530802505412
  • Schlosser, R.W., Wendt, O., & Sigafoos, J. (2007). Not all systematic reviews are created equal: Considerations for appraisal. Evidence-Based Communication Assessment and Intervention, 1, 138–150. doi:10.1080/17489530701560831
  • Scruggs, T.E., Mastropieri, M.A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8, 24–33. doi: 10.1177/074193258700800206
  • Scruggs, T.E., Mastropieri, M.A., Cook, S.B., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavioral Disorders, 11, 260–271. Retrieved from: http://www.jstor.org/stable/23882207.
  • Sennott, S.C., Light, J.C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41, 101–115. doi:10.1177/1540796916638822
  • Sevcik, R.A. (2006). Comprehension: An overlooked component in augmented language development. Disability and Rehabilitation, 28, 159–167. doi:10.1080/09638280500077804
  • Smith, M., & Grove, N. (1996). Input/output asymmetries: Implications for language development in AAC. Paper presented at the biennial conference of the International Society for Augmentative and Alternative Communication, Vancouver, Canada.
  • *,†Solomon-Rice, P.L., & Soto, G. (2014). Facilitating vocabulary in toddlers using AAC: A preliminary study comparing focused stimulation and augmented input. Communication Disorders Quarterly, 35, 204–215. doi:10.1177/1525740114522856
  • Swensen, L.D., Kelley, E., Fein, D., & Naigles, L.R. (2007). Processes of language acquisition in children with autism: Evidence from preferential looking. Child Development, 78, 542–557. doi:10.1111/j.1467-8624.2007.01022.x
  • *,†Taylor, R., & Iacono, T. (2009). AAC and scripting activities to facilitate communication and play. Advances in Speech Language Pathology, 5, 79–93. doi:10.1080/14417040510001669111
  • Trudeau, N., Sutton, A., & Morford, J.P. (2014). An investigation of developmental changes in interpretation and construction of graphic AAC symbol sequences through systematic combination of input and output modalities. Augmentative and Alternative Communication, 30, 187–199. doi:10.3109/07434618.2014.940465
  • Vannest, K.J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling & Development, 93, 403–411. doi:10.1002/jcad.12038
  • von Tetzchner, S., & Martinsen, H. (1992). Introduction to symbolic and augmentative communication. San Diego, CA: Singular Publishing Group.
  • Wendt, O. (2015). Current issues in research synthesis and meta-analysis of single-case experiments on autism treatment. Paper presented at the 41st Annual Convention of the Association for Behavior Analysis International (ABAI), San Antonio, TX.
  • *,†Wolff Heller, K., Alberto, P.A., & Romski, M.A. (1995). Effect of object and movement cues on receptive communication by preschool children with mental retardation. American Journal of Mental Retardation, 99, 510–521. Retrieved from: http://psycnet.apa.org/psycinfo/1995-29743-001
  • Wood, L., Lasker, J., Siegel-Causey, E., Beukelman, D., & Ball, L. (1998). Input framework for augmentative and alternative communication. Augmentative and Alternative Communication, 14, 261–267. doi:10.1080/07434619812331278436

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.