Evaluating Acquisition, Preference and Discrimination in Requesting Skills between Picture Exchange and iPad®-Based Speech Generating Device across Preschoolers

Autor/inn/en	Yong, Yvonne H. L.; Dutt, Anuradha S.; Chen, Mo; Yeong, Adeline M.
Titel	Evaluating Acquisition, Preference and Discrimination in Requesting Skills between Picture Exchange and iPad®-Based Speech Generating Device across Preschoolers
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dutt, Anuradha S.) ORCID (Chen, Mo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659021989391
Schlagwörter	Augmentative and Alternative Communication; Preschool Children; Developmental Disabilities; Delayed Speech; Pictorial Stimuli; Language Impairments; Handheld Devices; Telecommunications; Autism; Pervasive Developmental Disorders; Communication Disorders; Program Effectiveness; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Sprachverzögerung; Fantasieanregung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Telekommunikationstechnik; Autismus; Kommunikationsstörung; Ausland; Singapur
Abstract	This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants' preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01