Using a Single-Switch Voice Output Communication Aid to Increase Social Access for Children with Severe Disabilities in Inclusive Classrooms

@article{Cosbey2006UsingAS,
  title={Using a Single-Switch Voice Output Communication Aid to Increase Social Access for Children with Severe Disabilities in Inclusive Classrooms},
  author={Joanna Cosbey and Susan S. Johnston},
  journal={Research and Practice for Persons with Severe Disabilities},
  year={2006},
  volume={31},
  pages={144 - 156}
}
Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant to engage in the target behavior via a full physical prompt, and facilitating access to natural consequences for appropriate participant responses… Expand

Figures and Tables from this paper

Using the iPad to facilitate interaction between preschool children who use AAC and their peers
TLDR
This study investigated the impact of the provision of an iPad®1 with an AAC app with visual scene displays and a dyadic turn taking training on the number of communicative turns taken by children with complex communication needs in interaction with same-age peers. Expand
Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder.
TLDR
SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers. Expand
Adapted Picture Exchange Communication System using tangible symbols for young learners with significant multiple disabilities
TLDR
Results add to the growing evidence base that shows that the adapted P ECS Phase 1 procedures are a promising practice for learners with multiple disabilities, including sensory impairment, and provide preliminary evidence for a more efficient and effective approach to adapting PECS Phase 2 than previously studied. Expand
Growing Up With Technology
The increasing integration of technology into the daily events and social interactions of our society present incredible opportunities for children with complex communication needs (CCN) who rely onExpand
The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature
TLDR
This review synthesizes communication interventions that involved the use of speech generating devices (SGD) for individuals with developmental disabilities and considers the literature base considered promising due to the large number of conclusive studies and the replication of intervention approaches. Expand
Comparison and Preference: Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Developmental Disabilities
TLDR
The three empirical intervention studies that are presented in the present thesis each made use of systematic instructional procedures to teach children with ASD and other DD to request (mand) preferred items using MS, PE, and SGD via a structured choice-making protocol. Expand
Speech-Generating Devices for Communication and Social Development
This chapter provides an overview of studies on using speech-generating devices (SGDs) to improve the communication and social functioning of persons with severe/profound and multiple disabilities.Expand
Naturalistic Augmentative and Alternative Communication Instruction for Practitioners and Individuals With Autism
Using speech as an effective communication method is a challenge for many individuals with autism spectrum disorder (ASD). Research suggests aided augmentative and alternative communication (AAC)Expand
Supporting Speech Generating Device Use in the Classroom. Part 1: Teacher Professional Development
To educate students with complex communication needs and use speech generating devices (SGDs) or other assistive technology (AT) in the classroom, teachers must develop sufficient knowledge andExpand
Supporting Speech Generating Device Use in the Classroom. Part Two: Student Communication Outcomes
TLDR
It was demonstrated that there was no effect on student SGD use during teacher learning Phase 1 (device operation), however, all students showed substantial increases in SGD initiations during teacherlearning Phase 2 (integration and embedding), and SGD Initiations remained at high levels through teacherLearning Phase 3 (systematic communication instruction). Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 40 REFERENCES
The Use of Visual Supports in Teaching Young Children With Autism Spectrum Disorder to Initiate Interactions
Three preschool-aged children with autism spectrum disorder (ASD) were taught to utilize a visual support (a graphic symbol representing 'Can I Play?') to request entrance into play activities.Expand
Fading teacher prompts from peer-initiation interventions for young children with disabilities.
TLDR
As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period. Expand
Creating Socially Supportive Environments for Fully Included Students who Experience Multiple Disabilities
This investigation analyzed the effectiveness of an intervention designed to facilitate the social inclusion of three students who experienced significant physical and intellectual challenges and,Expand
Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism
Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers withinExpand
Peer-Mediated Conversational Repair in Students with Moderate and Severe Disabilities
Conversation skills are critical to learning and the development of social relationships. Some students with severe disabilities have a difficult time conversing with their nondisabled classmatesExpand
Brief Report: Increasing Communication Skills for an Elementary-Aged Student with Autism Using the Picture Exchange Communication System
TLDR
Results indicated increases in spontaneous language (i.e., requests and comments) including use of the icons and verbalizations across those settings in which PECS was implemented. Expand
Promoting Children's Conversations During Play With Adult Prompts
Two interventions (environmental modification and adult prompting) were evaluated for promoting conversations between preschoolers with and without disabilities. Nine children (3 with and 6 withoutExpand
Using Badges to Increase Initiations of Children with Severe Disabilities in a Play Setting
A study was conducted to investigate a training strategy that allowed children with severe disabilities to choose and initiate activities when playing with chronologically age-appropriate peersExpand
Promoting Interactive Partnerships in Inclusive Educational Settings
An analysis was conducted of the effectiveness of a multicomponent intervention designed to increase the social inclusion of three elementary-aged students with disabilities who were full-timeExpand
Teacher-Mediated Facilitation of Engagement by Children with Developmental Delays in Inclusive Preschools
This study investigated the effects of naturalistic, teacher-mediated intervention strategies on increasing levels of active engagement in young children with developmental delays. All interventionsExpand
...
1
2
3
4
...