7,258
Views
46
CrossRef citations to date
0
Altmetric
Research Article

A systematic quality review of high-tech AAC interventions as an evidence-based practice

, , , , , & show all
Pages 104-117 | Received 21 Jun 2017, Accepted 21 Mar 2018, Published online: 26 Apr 2018

References

  • American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC: Author. text revision. doi:10.1007/springerreference_179660
  • American Speech Language Hearing Association. (2005). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Position statement. doi:10.1044/policy.PS2005-00113
  • Beck, A.R., Stoner, J.B., & Dennis, M.L. (2009). An investigation of aided language simulation: Does it increase AAC use with adults with developmental disabilities and complex communication needs? Augmentative and Alternative Communication, 25, 42–54. doi:10.1080/07434610802131059
  • Boesch, M.C., Wendt, O., Subramanian, A., & Hsu, N. (2013a). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7, 480–493. doi:10.1016/j.rasd.2012.12.002
  • Boesch, M.C., Wendt, O., Subramanian, A., & Hsu, N. (2013b). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication, 29, 197–209. doi:10.3109/07434618.2013.818059
  • Boles, M., Ganz, J.B., Hagan-Burke, S., Gregori, E.V., Neely, L.C., Mason, R.A., …, Wilson, V.L. (2016). Quality review of single-case studies concerning employment skill interventions for individuals with developmental disabilities. Cadernos De Educacao (UFPel), 53, 15–51.
  • Buzolich, M.J., King, J., & Baroody, S. (1991). Acquisition of the commenting function among system users. Augmentative and Alternative Communication, 7, 88–99. doi:10.1080/07434619112331275753
  • Byrt, T., Bishop, J., & Carlin, J.B. (1993). Bias, prevalence, and kappa. Journal of Clinical Epidemiology, 46, 423–429. doi:10.1016/0895-4356(93)90018-V
  • Camargo, S., Rispoli, M., Ganz, J., Hong, E.R., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44, 2096–2116. doi:10.1007/s10803-014-2060-7
  • Cannella-Malone, H.I., DeBar, R.M., & Sigafoos, J. (2009). An examination of the preference for augmentative and alternative communication devices with two boys with significant intellectual disabilities. Augmentative and Alternative Communication, 25, 262–273. doi:10.3109/07434610903384511
  • Chung, Y-C., & Douglas, K.H. (2015). A peer interaction package for students with autism spectrum disorders who use speech-generating devices. Journal of Developmental and Physical Disabilities, 27, 831–849. doi:10.1007/s10882-015-9461-1
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46. doi:10.1177/001316446002000104
  • Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46, 206–212. doi:10.1177/0040059914531389
  • Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from http://www.cec.sped.org/Standards/Evidence-Based-Practice-Resources-Original
  • Couper, L., van der Meer, L., Schäfer, M.C., McKenzie, E., McLay, L., O’reilly, M.F., … Sutherland, D. (2014). Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder. Developmental Neurorehabilitation, 17, 99–109. doi:10.3109/17518423.2013.870244
  • Durand, V. M. (1993). Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, 168–176. doi:10.1080/07434619312331276571
  • Elsabbagh, M., Divan, G., Koh, Y.J., Kim, Y.S., Kauchali, S., Marcín, C., … Yasamy, M.T. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160–179. doi:10.1002/aur.239
  • Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052. doi:10.1007/s10803-010-1127-3
  • Feinstein, A.R., & Cicchetti, D.V. (1990). High agreement but low kappa: I. The problems of two paradoxes. Journal of Clinical Epidemiology, 43, 543–549. doi:10.1016/0895-4356(90)90158-L
  • Ganz, J.B., Hong, E.R., Goodwyn, F., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation, 18, 82–87. doi:10.3109/17518423.2013.821539
  • Ganz, J.B., Hong, E.R., & Goodwyn, F.D. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, 973–983. doi:10.1016/j.rasd.2013.04.003
  • Ganz, J.B., Mason, R.A., Goodwyn, F.D., Boles, M.B., Heath, A.K., & Davis, J.L. (2014). Interaction of participant characteristics and type of AAC with individuals with ASD: A meta-analysis. American Journal on Intellectual and Developmental Disabilities, 119, 516–535. doi:10.1352/1944-7558-119.6.516
  • Ganz, J.B., Morin, K.L., Foster, M.J., Vannest, K.J., Tosun, D.G., Gregori, E.V., & Gerow, S.L. (2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: A meta-analysis. Augmentative and Alternative Communication, 33, 224–238. doi:10.1080/07434618.2017.1373855
  • Hanser, G.A., & Erickson, K.A. (2007). Integrated word identification and communication instruction for students with complex communication needs: Preliminary Results. Focus on Autism and Other Developmental Disabilities, 22, 268–278. doi:10.1177/10883576070220040901
  • Hoffmann, T.C., Glasziou, P.P., Boutron, I., Milne, R., Perera, R., Moher, D., … Michie, S. (2014). Brief reporting of interventions: Template for intervention description and replication (TIDieR) checklist and guide. BMJ, 7, 348. doi:10.1136/bmj.g1687
  • Hong, E.R., Ganz, J.B., Ninci, J., Neely, L., Gilliland, W., & Boles, M. (2015). An evaluation of the quality of research on evidence-based practices for daily living skills for individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2792–2815. doi:10.1007/s10803-015-2444-3
  • Hong, E.R., Gong, L., Ninci, J., Morin, K., Davis, J., Kawaminami, S., … Noro, F. (2017). A meta-analysis of single-case research on the use of tablet-mediated interventions for persons with ASD. Research in Developmental Disabilities, 70, 198–214. doi:10.1016/j.ridd.2017.09.013
  • Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. doi:10.1177/001440290507100203
  • Iacono, T., & Johnson, H. (2004). Patients with disabilities and complex communication needs: The GP consultation. Australian Family Physician, 33, 585–589.
  • Individuals with Disabilities Education Improvement Act. (IDEA; 2004). PLU.S.C. (pp. 108–406).
  • Jitendra, A., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135–159. doi:10.1177/001440291107700201
  • Johnson, J.W., McDonnell, J., Holzwarth, V.N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6, 214–227. doi:10.1177/10983007040060040301
  • Kazdin, A.E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.
  • King, M.L., Takeguchi, K., Barry, S.E., Rehfeldt, R.A., Boyer, V.E., & Mathews, T.L. (2014). Evaluation of the iPad© in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, 1107–1120. doi:10.1016/j.rasd.2014.05.011
  • Kratochwill, T.R., Hitchcock, J., Horner, R.H., Levin, J.R., Odom, S.L., Rindskopf, D.M., & Shadish, W.R. (2010). Single-case designs technical documentation. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf
  • Kratochwill, T.R., Hitchcock, J.H., Horner, R.H., Levin, J.R., Odom, S.L., Rindskopf, D.M., & Shadish, W.R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38. doi:10.1177/0741932512452794
  • Landis, J.R., & Kock, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310
  • Light, J.C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5, 137–144. doi:10.1080/07434618912331275126
  • Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24, 34–44. doi:10.1080/10400435.2011.648717
  • Logan, K., Iacano, T., & Trembath, D. (2017). A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder. Augmentative and Alternative Communication, 33, 51–64. doi:10.1080/07434618.2016.1267795
  • Lorah, E.R., Crouser, J., Gilroy, S.P., Tincani, M., & Hantula, D. (2014). Within stimulus prompting to teach symbol discrimination using an iPad® Speech Generating Device. Journal of Developmental and Physical Disabilities, 26, 335–346. doi:10.1007/s10882-014-9369-1
  • Lorah, E.R., Karnes, A., & Speight, D.R. (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27, 557–568. doi:10.1007/s10882-015-9436-2
  • Lorah, E.R., Parnell, A., & Speight, D.R. (2014). Acquisition of sentence frame discrimination using the iPad as a speech generating device in young children with developmental disabilities. Research in Autism Spectrum Disorders, 8, 1734–1740. doi:10.1016/j.rasd.2014.09.004
  • Lorah, E.R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25, 637–649. doi:10.1007/s10882-013-9337-1
  • Maggin, D.M., Briesch, A.M., & Chafouleas, S.M. (2013). An application of the What Works Clearinghouse standards for evaluating single-subject research synthesis of the self-management literature base. Remedial and Special Education, 34, 44–58. doi:10.1177/0741932511435176
  • Maulik, P.K., Mascarenhas, M.N., Mathers, C.D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: A meta-analysis of population-based studies. Research in Developmental Disabilities, 32, 419–436. doi:10.1016/j.ridd.2010.12.018
  • McHugh, M.L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22, 276–282. doi:10.11613/BM.2012.031
  • McLay, L., van der Meer, L., Schafer, M.C.M., Couper, L., McKenzie, E., O’Reilly, M.F., …Sutherland, D. (2015). Comparing acquisition, generalization, maintenance, and preference across three AAC options in four children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, 323–339. doi:10.1007/s10882-014-9417-x
  • McMillan, J.M. (2008). Teachers make it happen: From professional development to integration of augmentative and alternative communication technologies in the classroom. Australasian Journal of Special Education, 32, 199–211. doi:10.1017/S1030011200025859
  • McNaughton, D., Bryen, D., Blackstone, S., Williams, M., & Kennedy, P. (2012). Young adults with complex communication needs: Research and development in AAC for a “diverse” population. Assistive Technology, 24, 45–53. doi:10.1080/10400435.2011.648715
  • McNaughton, D., & Light, J. (2013). The iPad© and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107–116. doi:10.3109/07434618.2013.784930
  • Moeller, J.D., Dattilo, J., & Rusch, F. (2015). Applying quality indicators to single-case research designs used in special education: A systematic review. Psychology in the Schools, 52, 139–153. doi:10.1002/pits.21801
  • Ninci, J., Vannest, K.J., Willson, V., & Zhang, N. (2015). Interrater agreement between visual analysts of single-case data: A meta-analysis. Behavior Modification, 39, 510–541. doi:10.1177/0145445515581327
  • No child left behind act. (NCLB; 2001). 20 U.S.C. $6319.
  • Olive, M.L., de la Cruz, B., Davis, T.N., Chan, J.M., Lang, R.B., O’Reilly, M.F., & Dickson, S.M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505–1513. doi:10.1007/s10803-006-0243-6
  • Olive, M.L., Lang, R.B., & Davis, T.N. (2008). An analysis of the effects of functional communication and a voice output communication aid for a child with autism spectrum disorder. Research in Autism Spectrum Disorders, 2, 223–236. doi:10.1016/j.rasd.2007.06.002
  • Reichle, J., & Drager, K.D.R. (2010). Examining issues of aided communication display and navigational strategies for young children with developmental disabilities. Journal of Developmental and Physical Disabilities, 22, 289–311. doi:10.1007/s10882-010-9191-3
  • Reichow, B., Volkmar, F.R., & Cicchetti, D.V. (2008). Development of the evaluative method for evaluating evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311–1319. doi:10.1007/s10803-007-0517-7
  • Schepis, M.M., Reid, D.H., Behrmann, M.M., & Sutton, K.A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561–578. doi:10.1901/jaba.1998.31-561
  • Schlosser, R.W., Sigafoos, J., Luiselli, J.K., Angermeier, K., Harasymowyz, U., Schooley, K., & Belfiore, P.J. (2007). Effect of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study. Research in Autism Spectrum Disorders, 1, 139–163. doi:10.1016/j.rasd.2006.10.001
  • Sigafoos, J., Didden, R., & O’Reilly, M. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. Augmentative and Alternative Communication, 19, 37–47. doi:10.1080/0743461032000056487
  • Son, S.H., Sigafoos, J., O’Reilly, M., & Lancioni, G.E. (2006). Comparing two types of augmentative and alternative communication systems for children with autism. Pediatric Rehabilitation, 9, 389–395. doi:10.1080/13638490500519984
  • Soto, G., Belfiore, P.J., Schlosser, R.W., & Haynes, C. (1993). Training specific requests: A comparative analysis on skill acquisition and preference using two augmentative and alternative communication aids. Education and Training in Mental Retardation, 28, 169–178.
  • Steege, M.W., Wacker, D.P., Cigrand, K.C., Berg, W.K., Novak, C.G., Reimers, T.M., … DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 23, 459–467. doi:10.1901/jaba.1990.23-459
  • Still, K., Rehfeldt, R.A., Whelan, R., May, R., & Dymond, S. (2014). Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8, 1184–1199. doi:10.1016/j.rasd.2014.06.003
  • Strasberger, S.K., & Ferreri, S.J. (2014). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal of Developmental and Physical Disabilities, 26, 513–526. doi:10.1007/s10882-013-9358-9
  • Trembath, D., Balandin, S., Togher, L., & Stancliffe, R.J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability, 34, 173–186. doi:10.1080/13668250902845210
  • U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2016, September). What Works Clearinghouse: Procedures and Standards Handbook (Version 3.0). Retrieved from http://whatworks.ed.gov
  • U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (USDE). (2011, September). What Works Clearinghouse: Procedures and Standards Handbook (Version 2.1). Retrieved from http://whatworks.ed.gov
  • van der Meer, L., Didden, R., Sutherland, D., O’Reilly, M.F., Lancioni, G.E., & Sigafoos, J. (2012a). Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 451–468. doi:10.1007/s10882-012-9283-3
  • van der Meer, L., Kagohara, D., Achmadi, D., O’Reilly, M.F., Lancioni, G.E., Sutherland, D., Sigafoos, J. (2012b). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33, 1658–1669. doi:10.1016/j.ridd.2012.04.004
  • van der Meer, L., Sutherland, D., O’Reilly, M.F., Lancioni, G.E., & Sigafoos, J. (2012c). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1247–1257. doi:10.1016/j.rasd.2012.04.005
  • Waddington, H., Sigafoos, J., Lancioni, G.E., O’Reilly, M.F., van der Meer, L., Carnett, A., … Marschik, P.B. (2014). Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad-based speech-generating device. International Journal of Developmental Neuroscience, 39, 59–67. doi:10.1016/j.ijdevneu.2014.05.001
  • Wendt, O. (2009). Research on the use of manual signs and graphic symbols in autism spectrum disorders: A systematic review. In P. Mirenda & Iacono (Eds.), Autism spectrum disorders and AAC (pp. 83–140). Baltimore, MA: Paul H. Brookes.
  • Wong, C., Odom, S.L., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S., … Schultz, T.R. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. Retrieved from http://cidd.unc.edu/Registry/Research/Docs/31.pdf

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.