Increasing the vocalizations of individuals with autism during intervention with a speech-generating device

This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech‐generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2016-03, Vol.49 (1), p.17-33
Main Authors: Gevarter, Cindy, O'Reilly, Mark F., Kuhn, Michelle, Mills, Kasey, Ferguson, Raechal, Watkins, Laci, Sigafoos, Jeff, Lang, Russell, Rojeski, Laura, Lancioni, Giulio E.
Format: Article
Language:English
Subjects:
Assistive Technology
Augmentative and Alternative Communication
Autism
autism spectrum disorder
Autism Spectrum Disorder - complications
Child
Child, Preschool
Communication Aids for Disabled
differential reinforcement
Generalization (Psychology)
Handicapped assistance devices
Humans
Instruction
Intervention
Male
People with disabilities
Pervasive Developmental Disorders
prompt delay
Prompting
Reinforcement
Reinforcement (Psychology)
Speech
Speech Impairments
speech-generating device
Teaching Methods
Time Factors
Verbal Behavior - physiology
Verbal Operant Conditioning
Vocal Cord Dysfunction - etiology
Vocal Cord Dysfunction - rehabilitation
vocalization
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Summary:This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech‐generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD‐based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD.
ISSN:0021-8855
1938-3703
DOI:10.1002/jaba.270