Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research

References

• Allison, D. B., & Gorman, B. S. (1993). Calculating effect sizes for meta-analysis: The case of the single case. Behaviour Research and Therapy, 31, 621–631.
   PubMed Web of Science ®Google Scholar
• Allison, D. B., & Gorman, B. S. (1994). "Make things as simple as possible, but no simpler." A rejoinder to Scruggs and Mas-tropieri. Behaviour Research and Therapy, 31, 885–883.
   Google Scholar
• American Speech-Language-Hearing Association. (1989). Corn-petencies for speech-language pathologists providing services in augmentative communication. Asha, 31, 107–110.
   PubMedGoogle Scholar
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313–327.
   PubMed Web of Science ®Google Scholar
• Barlow, D. H., & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). New York: Pergamon.
   Google Scholar
• Barrios, B. A., & Hartmann, D. P. (1988). Recent developments in single-subject methodology: Methods for analyzing generaliza-tion, maintenance, and multicomponent treatments. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behav-ior modification: Vol. 22 (pp. 11–47). London: Sage.
   Google Scholar
• Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alter-native communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes.
   Google Scholar
• Burd, L., Hammes, K., Bornhoeft, D., & Fisher, W. (1988). A North Dakota prevalence study of nonverbal school-age children. Lan-guage, Speech, and Hearing Services in Schools, 19, 371–383.
   Google Scholar
• Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case research design and analysis: New directions for psychology and education (pp. 187–212). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Calculator, S. N. (1988). Promoting the acquisition and general-ization of conversational skills by individuals with severe dis-abilities. Augmentative and Alternative Communication, 4, 94–103.
   Google Scholar
• Calculator, S. N., & Jorgenson, C. M. (1992) Including students with severe disabilities in schools: Fostering communication, interaction, and participation. San Diego: Singular.
   Google Scholar
• Calculator, S. N., & Luchko, C. (1983). Evaluating the effectiveness of a communication board training program. Journal of Speech and Hearing Disorders, 48, 185–191.
   PubMedGoogle Scholar
• Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acqui-sition of sign language by autistic children. I: Expressive label-ing. Journal of Applied Behavior Analysis, 11, 489–501.
   PubMed Web of Science ®Google Scholar
• Carr, E. G., Horner, R. H., McAtee, M. L., Turnbull, A. P., Marquis, J. G., Smith, C. E., McLaughlin, D. M., Anderson Ryan, K., Ruef, M. B., Doolabh, A. (1999). Positive behavior support for people with developmental disabilities-A research synthesis. Wash-ington, DC: American Association on Mental Retardation.
   Google Scholar
• Centre, B. A., Skiba, R. J., & Casey, A. (1985–1986). A method-ology for the quantitative synthesis of intra-subject design research. Journal of Special Education, 19, 387–400.
   Google Scholar
• Chadsey-Rusch, J., & Halle, J. (1992). The application of general case instruction to the requesting repertoires of learners with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 17, 121–132.
   Web of Science ®Google Scholar
• Conaghan, B. P., Singh, N., Moe, T. L., Landrum, T. J., & Ellis, C. R. (1992). Acquisition and generalization of manual signs by hearing-impaired adults with mental retardation. Journal of Behavior Education, 2, 177–205.
   Google Scholar
• Cooper, H. M. (1985). Literature searching strategies for integrative research reviews. American Psychologist, 40, 1267–1269.
   Google Scholar
• Cooper, H. M., & Hedges, L. V. (1994a). The handbook of research synthesis. New York: Russell Sage Foundation.
   Google Scholar
• Cooper, H. M., & Hedges, L. V. (1994b). Potentials and limitations of research synthesis. In H. M. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 521–529). New York: Russell Sage Foundation.
   Google Scholar
• Culatta, B., & Blackstone, S. (1980). A program to teach non-oral communication symbols to multiply handicapped children. Jour-nal of Childhood Communication Disorders, 4,29–55.
   Google Scholar
• Cumley, G. D., & Beukelman, D. R. (1992). Roles and responsi-bilities of facilitators in augmentative and alternative communi-cation. Seminars in Speech and Language, 13, 111–118.
   Google Scholar
• Didden, R., Duker, P. C., & Korzilius, H. (1997). Meta-analytic study on treatment effectiveness for problem behaviors with individuals who have mental retardation. American Journal on Mental Retardation, 4,387–399.
   Google Scholar
• Duker, P. C., & Morsink, H. (1984). Acquisition and cross-setting generalization of manual signs with severely retarded individu-als. Journal of Applied Behavior Analysis, /7,93–103.
   Google Scholar
• Durand, M. (1993). Functional communication training using assis-tive devices: Effects on challenging behavior and affect. Aug-mentative and Alternative Communication, 9, 168–176.
   Google Scholar
• Eagly, A. E., & Wood, W. (1994). Using research syntheses to plan future research. In H. M. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 485–500). New York: Rus-sell Sage Foundation.
   Google Scholar
• Fox, L. (1989). Stimulus generalization of skills and persons with profound mental handicaps. Education and Training in Mental Retardation, 24, 219–229.
   Google Scholar
• Gast, D. L., & Wolery, M. (1988). Parallel treatments design: A nested single subject design for comparing instructional proce-dures. Education and Treatment of Children, 11, 270–285.
   Google Scholar
• Haring, N. G. (1988). A technology for generalization. In N. G. Haring (Ed.), Generalization for students with severe handi-caps-Strategies and solutions (pp. 5–11). Seattle: University of Washington Press.
   Google Scholar
• Hershberger, S. L., Wallace, D. D., Green, S. B., & Marquis, J. G. (1999). Meta-analysis for single-case designs. In R. H. Hoyle (Ed.), Statistical strategies for small sample research. Newbury Park, CA: Sage.
   Google Scholar
• Hodges, P., & Schwethelm, B. (1984). A comparison of the effec-tiveness of graphic symbol and manual sign training with pro-foundly retarded children. Applied Psycholinguistics, 5, 223–253.
   Web of Science ®Google Scholar
• Hughes, D. L. (1985). Measurement of generalization. In D. L. Hughes (Ed.), Language treatment and generalization-A clin-ician's handbook (pp. 15–36). San Diego: College-Hill.
   Google Scholar
• Hunt, P., Alwell, M., & Goetz, L. (1991). Establishing conversational exchange with family and friends: Moving from training to mean-ingful communication. Journal of Special Education, 25,305–319.
   Web of Science ®Google Scholar
• Iacono, T. A., & Duncum, J. E. (1995). Comparison of sign alone and in combination with an electronic communication device in early language intervention: Case study. Augmentative and Alternative Communication, 11, 249–259.
   Google Scholar
• Iacono, T., Mirenda, P., & Beukelman, D. (1993). Comparison of unimodal and multimodal AAC techniques for children with intel-lectual disabilities. Augmentative and Alternative Communica-tion, 9, 83–93.
   Google Scholar
• Jackson, G. B. (1980). Methods for integrative reviews. Review of Educational Research, 50, 438–460.
   Web of Science ®Google Scholar
• Kavale, K. A., Mathur, S. R., Forness, S. R., Quinn, M. M., Ruther-ford, R. B. (2000). Right reason in the integration of group and single-subject research in behavioral disorders. Behavioral Dis-orders, 25,142–157.
   Google Scholar
• Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
   Google Scholar
• Kratzer, D. A., Spooner, F., Test, D. W., & Koorland, M. A. (1993). Extending the application of constant time delay: Teaching a requesting skill to students with severe multiple disabilities. Edu-cation and Treatment of Children, 16, 235–253.
   Google Scholar
• Light, J. C. (1999). Do augmentative and alternative communica-tion interventions really make a difference?: The challenges of efficacy research. Augmentative and Alternative Communica-tion, 15, 13–24.
   Google Scholar
• Light, J., Binger, C., Agate, T. L., & Ramsey, K. N. (1999). Teach-ing partner-focused questions to individuals who use augmen-tative and alternative communication to enhance their commu-nicative competence. Journal of Speech, Language, and Hearing Research, 42, 241–255.
   PubMed Web of Science ®Google Scholar
• Lloyd, L. L., & Kangas, K. (1994). Augmentative and alternative communication: An introduction. In G. H. Shames, E. H. Wiig, & W. A. Secord (Eds.), Human communication disorders: An introduction (4th ed., pp. 606–657). New York: Merrill.
   Google Scholar
• Lloyd, L. L., Koul, R., & Arvidson, H. (1993). AAC theses and dis-sertations. Augmentative and Alternative Communication, 9, 196–225.
   Google Scholar
• Lloyd, L. L., Koul, R., & Arvidson, H. (1994). Master's and doctoral theses update. Augmentative and Alternative Communication, 10, 61–65.
   Google Scholar
• Manion, I. G., & Bucher, B. (1986). Generalization of a sign lan-guage rehearsal strategy in mentally retarded and hearing defi-cient children. Applied Research in Mental Retardation, 7, 133–148.
   PubMedGoogle Scholar
• Mastropieri, M. A., & Scruggs, T. E. (1985–1986). Early interven-tion for socially withdrawn children. Journal of Special Educa-tion, 19, 429–441.
   Google Scholar
• Matas, J., Mathy-Laikko, P., Beukelman, D. R., & Legresley, K. (1985). Identifying the nonspeaking population: A demographic study. Augmentative and Alternative Communication, 1, 17–31.
   Google Scholar
• Mathur, S. R., Kavale, K. A., Quinn, M., Forness, S. R., & Ruther-ford, R. B. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23,193–201.
   Google Scholar
• McReynolds, L. V., & Kearns, K. P. (1983). Single-case experi-mental designs in communicative disorders. Austin, TX: PRO-ED.
   Google Scholar
• Peterson, L., Homer, A. L., & Wonderlich, S. A. (1982). The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis, 15, 477–492.
   PubMed Web of Science ®Google Scholar
• Porter, P. B., & Schroeder, S. R. (1980). Generalization and main-tenance of skills acquired in Non-Speech Language Initiation Program training. Applied Research in Mental Retardation, 1, 71–84.
   PubMedGoogle Scholar
• Reichle, J. (1997). Communication intervention with persons who have severe disabilities. Journal of Special Education, 31, 110–134.
   Web of Science ®Google Scholar
• Reichle, J., & Sigafoos, J. (1991). Establishing spontaneity and generalization. In J. Reichle, R. J. York, & J. Sigafoos (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 157–172). Baltimore: Paul H. Brookes.
   Google Scholar
• Rotholz, D. A., Berkowitz, S. F., & Burberry, J. (1989). Function-ality of two modes of communication in the community by stu-dents with developmental disabilities: A comparison of signing and communication books. Journal of the Association for Per-sons with Severe Handicaps, 14, 227–233.
   Web of Science ®Google Scholar
• Rutherford, R. B., & Nelson, C. M. (1988). Generalization and maintenance of treatment effects. In J. Witt, S. N. Flintt, & F. M. Gresham (Eds.), Handbook of behavior therapy in education (pp. 277–324). New York: Plenum.
   Google Scholar
• Salzberg, C. L., Strain, P. S., & Baer, D. M. (1987). Meta-analysis for single-subject research: When does it clarify, when does it obscure? Remedial and Special Education, 8, 43–48.
   Web of Science ®Google Scholar
• Schlosser, R. W., Belfiore, P. J., Nigam, D., Blischak, D., & Het-zroni, 0. (1995). The effects of speech output technology on the learning of graphic symbols. Journal of Applied Behavior Analy-sis, 28, 537–549.
   Google Scholar
• Schlosser, R. W., & Braun, U. (1994). Efficacy of AAC interven-tions: Methodologic issues in evaluating behavior change, gen-eralization, and effects. Augmentative and Alternative Commu-nication, 10, 207–223.
   Google Scholar
• Schlosser, R. W., Goetze, H. (1991). Selbstverletzendes Verhal-ten bei Kindern und Jugendlichen mit geistiger Behinderung: Eine Meta-analyse von Einzelfalluntersuchungen zur Effektivtat von Interventionen. Sonderpädagogik, 2/, 138–154.
   Google Scholar
• Schlosser, R. W., & Goetze, H. (1992). Effectiveness and treat-ment validity of interventions addressing self-injurious behavior: From narrative reviews to meta-analysis. In T. E. Scruggs, & M. Mastropieri (Eds.), Advances in Learning and Behavioral Dis-abilities (Vol. 7, pp. 135–175). Greenwich, CT: JAI.
   Google Scholar
• Schlosser, R. W., & Lee, D. (1998). Augmentative and alternative communication: Generalization and maintenance coding manual. Unpublished manuscript, Northeastern University, Boston, MA.
   Google Scholar
• Scotti, J. R., Evans, I. M., Meyer, L. H., & Walker, P. (1991). A meta-analysis of intervention research with problem behavior: Treatment validity and standards of practice. American Journal on Mental Retardation, 96, 233–256.
   PubMedGoogle Scholar
• Scruggs, T. E. (1992). Single-subject research methodology in the study of learning and behavioral disorders: Design, analysis, and synthesis. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 8, pp. 259–280). Greenwich, CT: JAI.
   Google Scholar
• Scruggs, T. E., & Mastropieri, M. A. (1994a). The effectiveness of generalization training: A quantitative synthesis of single subject research. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 8, pp. 259–280). Greenwich, CT: JAI.
   Google Scholar
• Scruggs, T. E., & Mastropieri, M. A. (1994b). The utility of the PND statistic: A reply to Allison and Gorman. Behaviour Research and Therapy, 32,879–883.
   PubMed Web of Science ®Google Scholar
• Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research. Behavior Modification, 22, 221–243.
   PubMed Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987a). The quan-titative synthesis of single subject research methodology: Methodology and validation. Remedial and Special Education, 8, 24–33.
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987b). Reply to Owen White. Remedial and Special Education, 8, 49–52.
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987c). Response to Salzberg, Strain, and Baer. Remedial and Special Education, 8, 49–52.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Scruggs, T. E., Mastropieri, M. A., Forness, S. R., & Kavale, K. A. (1988a). Early language intervention: A quantitative synthesis of single-subject research. Journal of Special Education, 22, 259–283.
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & McEwen, I. (1988b). Early intervention for developmental functioning: A quantitative syn-thesis of single-subject research. Journal for the Division of Early Childhood, 12, 359–367.
   Google Scholar
• Silverman, F. H. (1993). Comprehensive bibliography on aug-mentative and alternative communication: A key to the AAC lit-erature for clinicians and researchers. Greendale: CODI.
   Google Scholar
• Slavin, R. E. (1986). Best-evidence synthesis: An alternative to meta-analytic and traditional reviews. Educational Researchers, /5,5–11.
   Google Scholar
• Spradlin, J. E. (1989). Model of generalization. In L. V. McReynolds & J. E. Spradlin (Eds.), Generalization strategies in the treat-ment of communication disorders (pp. 132–146). Toronto: Decker.
   Google Scholar
• Sternberg, L., Pegnatore, L., & Hill, C. (1983). Establishing inter-active communication behaviors with profoundly mentally hand-icapped students. TASH Journal, 8, 39–46.
   Google Scholar
• Stokes, T. F., & Osnes, P. G. (1988). The developing applied tech-nology of generalization and maintenance. In R. H. Homer, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 5–20). Baltimore: Paul H. Brookes.
   Google Scholar
• Sundberg, C. T., & Sundberg, M. L. (1990). Comparing topogra-phy-based verbal behavior with stimulus selection-based verbal behavior. The Analysis of Verbal Behavior, 8, 31–41.
   PubMedGoogle Scholar
• Udwin, O. (1987). Analysis of the experimental adequacy of alter-native and augmentative communication training studies. Child Language Teaching and Therapy, 3, 18–39.
   Google Scholar
• White, D. M., Rusch, F. R., Kazdin, A. E., & Hartmann, D. P. (1989). Applications of meta-analysis in individual subject research. Behavioral Assessment, 11, 281–296.
   Google Scholar
• White, H. D. (1994). Scientific communication and literature retrieval. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 41–55). New York: Russell Sage Foundation.
   Google Scholar
• White, O. R. (1987). Some comments concerning "The quantitative synthesis of single-subject research." Remedial and Special Education, 8, 34–39.
   Web of Science ®Google Scholar
• White, O. R., Liberty, K. A., Haring, N. G., Billingsley, F. F., Boer, M., Burrage, A., Connors, R., Farman, R., Federochak, G., Leber, B. D., Liberty-Laylin, S., Miller, S., Opalski, C., Phifer, C., & Sessoms, I. (1988). Review and analysis of strategies for generalization. In N. G. Haring (Ed.), Generalization for students with severe handicaps—Strategies and solutions (pp. 15–51). Seattle: University of Washington Press.
   Google Scholar
• Yoder, P. J., & Layton, T. L. (1988). Speech following sign language training in autistic children with minimal verbal lan-guage. Journal of Autism and Developmental Disorders, 18, 217–229.
   PubMed Web of Science ®Google Scholar