Effects of Speech and Print Feedback on Spelling by Children With Autism

• Published in: Journal of speech, language, and hearing research language, and hearing research, 2004-08, Vol.47 (4), p.848-862
• Main Authors: Schlosser, Ralf W, Blischak, Doreen M
• Format: Article
• Language: English
• Subjects: Artificial Speech; Assistive Technology; Auditory Stimuli; Augmentative and Alternative Communication; Autism; Autistic children; Autistic Disorder - complications; Child; Children; Children & youth; Cognitive Style; Communication (Thought Transfer); Computers; Early intervention; Educational Status; Educational Technology; Equipment Design; Facilitated communication; Feedback; Generalization; Handicapped assistance devices; Humans; Language acquisition; Linguistics; Literacy; Male; Mild Disabilities; Preferences; Profiles; Reading Instruction; Speech; Speech Disorders - diagnosis; Speech Disorders - etiology; Speech Disorders - therapy; Speech Perception; Speech synthesis; Speech, Alaryngeal - instrumentation; Spelling; Spelling Instruction; Stimuli; Teaching Methods; Verbal Behavior; Verbal Learning; Visual Stimuli; Vocabulary
• ISSN: 1092-4388; 1558-9102
• DOI: 10.1044/1092-4388(2004/063)

In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback conditions. In the auditory-visual condition, children received both speech and print feedback, whereas in the auditory and visual conditions, only 1 type of feedback was provided. An adapted alternating treatments design was used. All 4 children reached criterion across conditions. Although 3 children reached criterion first with print or speech-print feedback, 1 child was most efficient with speech-print followed by speech feedback. Based on the findings of both studies, 2 distinct profiles of feedback efficiency are proposed. Children that exemplify the primarily visual profile spell words most efficiently when feedback involves print. Children that fit the auditory profile spell words most efficiently when feedback involves speech. The implications for understanding the learning characteristics of children with autism, as well as those for practice and further research are derived.KEY WORDS: assistive technology, augmentative and alternative communication, autism, feedback, intervention, literacy, speech-generating device, spelling, synthetic speech