Augmentative and alternative communication interventions for persons with developmental disabilities: narrative review of comparative single-subject experimental studies.

Augmentative and alternative communication (AAC) as an area of clinical and educational practice involves a myriad of decisions related to the symbols, devices, and strategies from which each client must choose. These decision-making points can be productively informed through evidence from comparative intervention studies. The purpose of this review was to synthesize comparative AAC intervention studies using single-subject experimental designs involving participants with developmental disabilities. Following a systematic search, each qualifying study was reviewed in terms of a priori determined appraisal criteria, and summarized in tabular format. Studies were divided into three groups according to their study of aided approaches, unaided approaches, or a combination of both. Results are discussed in terms of methodological adequacy of the studies and their implications for future research and practice.

[1]  R. Horner,et al.  Effects of concrete versus verbal choice systems on problem behavior , 1995 .

[2]  David McNaughton,et al.  Comparison of two spelling instruction techniques for adults who use augmentative and alternative communication , 1993 .

[3]  Helen Arvidson,et al.  Augmentative and Alternative Communication: A Handbook of Principles and Practices , 1997 .

[4]  Hazel A. Jones,et al.  Comparison of two selection techniques used in augmentative and alternative communication , 1996 .

[5]  J. Wherry,et al.  A comparison of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy. , 1983, Journal of communication disorders.

[6]  George R. Karlan,et al.  Assessment of effects of position on communication board access by individuals with cerebral palsy , 1989 .

[7]  D. Beukelman,et al.  Comparison of unimodal and multimodal AAC techniques for children with intellectual disabilities , 1993 .

[8]  Sheena Reilly,et al.  Evidence-based practice in speech pathology , 2004 .

[9]  B. Remington,et al.  Acquisition of expressive signing: comparison of reinforcement strategies , 1993 .

[10]  Kimberly A. Ganley.  Augmentative and Alternative Communication , 1994 .

[11]  R. V. Van Acker,et al.  An Effective Computer-Based Requesting System for Persons with Rett Syndrome , 1995 .

[12]  L. Abbeduto,et al.  Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. , 2001, Mental retardation and developmental disabilities research reviews.

[13]  Rosemary G. Kerrin,et al.  Who's Doing the Pointing? Investigating Facilitated Communication in a Classroom Setting with Students with Autism , 1998 .

[14]  Jeff Sigafoos,et al.  Effects of Speech Output on Maintenance of Requesting and Frequency of Vocalizations in Three Children with Developmental Disabilities , 2003, Augmentative and alternative communication.

[15]  B. Remington,et al.  Simultaneous communication and speech comprehension. Part II: comparison of two methods of overcoming selective attention during expressive sign training , 1993 .

[16]  J. Sigafoos,et al.  The Role of Response Effort and Motion Study in Functionally Equivalent Task Designs and Alternatives , 1998 .

[17]  R. Schlosser,et al.  Effects of Synthetic Speech Output and Orthographic Feedback on Spelling in a Student with Autism: A Preliminary Study , 1998, Journal of autism and developmental disorders.

[18]  Ralf W. Schlosser,et al.  The Efficacy of Augmentative and Alternative Communication: Toward Evidence-Based Practice , 2003 .

[19]  Martha Crago,et al.  French-English bilingual children with SLI: how do they compare with their monolingual peers? , 2003, Journal of speech, language, and hearing research : JSLHR.

[20]  J. Michael,et al.  Topography-based and selection-based verbal behavior: A further comparison , 1991, The Analysis of verbal behavior.

[21]  B. Remington,et al.  Simultaneous communication and speech comprehension. Part I: comparison of two methods of teaching expressive signing and speech comprehension skills , 1993 .

[22]  P. Light,et al.  The role of referential speech in sign learning by mentally retarded children: a comparison of total communication and sign-alone training. , 1988, Journal of applied behavior analysis.

[23]  Ralf W. Schlosser,et al.  Selecting graphic symbols for an initial request lexicon: integrative review , 2002 .

[24]  D. L. Bennett.  Time Delay and System of Least Prompts: A Comparison in Teaching Manual Sign Production. , 1986 .

[25]  B. Sulzer-Azaroff,et al.  A simultaneous treatment comparison of three expressive language training programs with a mute autistic child , 1980, Journal of autism and developmental disorders.

[26]  R. Barrett,et al.  Use of the alternating treatments design as a strategy for empirically determining language training approaches with mentally retarded children. , 1987, Research in developmental disabilities.

[27]  Melanie Fried-Oken,et al.  Effects of conversational topic choice on outcomes of augmentative communication intervention for adults with aphasia , 2001 .

[28]  R. Schlosser,et al.  Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research , 2000 .

[29]  M. Feldman,et al.  Effects of reinforced directed rehearsal on expressive sign language learning by persons with mental retardation , 1992 .

[30]  Simultaneous and delayed matching to sample in gesture users and speakers with mental retardation. , 1998, Research in developmental disabilities.

[31]  O. Hetzroni,et al.  Translucency and Complexity: Effects on Blissymbol Learning Using Computer and Teacher Presentations. , 2002, Language, speech, and hearing services in schools.

[32]  Nirbhay N. Singh,et al.  Acquisition and generalization of manual signs by hearing-impaired adults with mental retardation , 1992 .

[33]  P. Light,et al.  An evaluation of the relationship between receptive speech skills and expressive signing. , 1986, Journal of applied behavior analysis.

[34]  G. Soto.  Teaching Specific Requests: A Comparative Analysis on Skill Acquisition and Preference Using Two Augmentative and Alternative Communication Aids. , 1993 .

[35]  Denise Reid,et al.  Effects of word prediction and location of word prediction list on text entry with children with spina bifida and hydrocephalus , 2002 .

[36]  E. Carr,et al.  Speech versus sign comprehension in autistic children: analysis and prediction. , 1984, Journal of experimental child psychology.

[37]  Carl L. Parsons,et al.  The Effect of Computers with Synthesized Speech and No Speech on the Spontaneous Communication of Children with Autism , 1993 .

[38]  James R. Young,et al.  Generalization of skills using pictographic and voice output communication devices , 2002 .

[39]  J Weisman,et al.  Comparing three head-pointing systems using a single subject design. , 1991, Assistive technology : the official journal of RESNA.

[40]  R. Schlosser,et al.  The effects of speech output technology in the learning of graphic symbols. , 1995, Journal of applied behavior analysis.

[41]  T. Iacono.  The evidence base for augmentative and alternative communication , 2004 .

[42]  Nirbhay N. Singh,et al.  Acquisition of Sign Language Using Positive Practice over correction , 1984 .

[43]  T. Iacono,et al.  A Comparison of Techniques for Teaching Signs to Intellectually Disabled Individuals Using an Alternating Treatments Design , 1986 .

[44]  Comparing explicit to generalized requesting in an augmentative communication mode , 1992 .

[45]  Douglas O. Brady,et al.  A simultaneous comparison of three methods for language training with an autistic child: An experimental single case analysis , 1978, Journal of autism and childhood schizophrenia.

[46]  B. Remington,et al.  Acquisition of expressive signing by autistic children: an evaluation of the relative effects of simultaneous communication and sign-alone training. , 1983, Journal of applied behavior analysis.

[47]  X. Moonen,et al.  The effect of two procedures on spontaneous signing with Down's syndrome children. , 2008, Journal of mental deficiency research.

[48]  B. Iwata,et al.  Nonvocal language acquisition in adolescents with severe physical disabilities: Bliss symbol versus iconic stimulus formats. , 1982, Journal of applied behavior analysis.

[49]  P. R. Oliver.  Effects of Teaching Different Tasks in Group versus Individual Training Formats with Severely Handicapped Individuals , 1983 .

[50]  G. Clark,et al.  A comparison of two training strategies for speech recognition with an electrotactile speech processor. , 1990, Journal of speech and hearing research.

[51]  J. V. Kahn.  A comparison of sign and verbal language training with nonverbal retarded children. , 1981, Journal of speech and hearing research.

[52]  M. Mostert,et al.  Facilitated Communication Since 1995: A Review of Published Studies , 2001, Journal of autism and developmental disorders.

[53]  D. Chambless.  Identification of Empirically Supported Counseling Psychology Interventions , 2002 .

[54]  Diane Margaret Jauquet Baumgart,et al.  Augmentative and Alternative Communication Systems for Persons With Moderate and Severe Disabilities , 1990 .

[55]  M. E. Wells.  The effects of total communication training versus traditional speech training on work articulation in severely mentally retarded individuals. , 1981, Applied research in mental retardation.

[56]  Ralf W Schlosser,et al.  Effects of speech and print feedback on spelling by children with autism. , 2004, Journal of speech, language, and hearing research : JSLHR.

[57]  E. Kozleski.  Visual symbol acquisition by students with autism , 1991 .

[58]  S Berkowitz,et al.  A comparison of two methods of prompting in training discrimination of communication book pictures by autistic students , 1990, Journal of autism and developmental disorders.

[59]  E. Drasgow,et al.  Effects of different social partners on the discriminated requesting of a young child with autism and severe language delays. , 2001, Research in developmental disabilities.

[60]  J Angelo,et al.  Comparison of three computer scanning modes as an interface method for persons with cerebral palsy. , 1992, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[61]  R. Goodwyn,et al.  A comparison of the use of adaptive microswitches by students with cerebral palsy. , 1987, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[62]  P. Belfiore,et al.  Increasing the efficiency of instruction for a person with severe disabilities: The applicability of Fitts' law in predicting response time , 1993 .

[63]  M. Granlund,et al.  Efficacy of communication intervention for presymbolic communicators , 1999 .

[64]  R. Watters,et al.  The relative efficiency of two orders for training autistic children in the expressive and receptive use of manual signs. , 1981, Journal of communication disorders.

[65]  David A. Rotholz,et al.  Functionality of Two Modes of Communication in the Community by Students with Developmental Disabilities: A Comparison of Signing and Communication Books , 1989 .

[66]  R. Barrett,et al.  An alternating treatments comparison of oral and total communication training with minimally verbal retarded children. , 1984, Journal of applied behavior analysis.

[67]  Kathryn D. R. Drager,et al.  Comparison of correct responses and response latency for fixed and dynamic displays: performance of a learner with severe developmental disabilities , 2000 .

[68]  R. Schlosser.  On the Importance of Being Earnest about Treatment Integrity , 2002 .

[69]  R. Rehfeldt,et al.  Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities. , 2003, Research in developmental disabilities.

[70]  R. Sevcik,et al.  Breaking the speech barrier : language development through augmented means , 1996 .

[71]  Ralf W. Schlosser,et al.  Comparative efficacy of interventions in augmentative and alternative communication , 1999 .

[72]  Competencies for speech-language-pathologists providing services in augmentative communication. , 1989, ASHA.

[73]  M. Sundberg,et al.  Comparing topography-based verbal behavior with stimulus selection-based verbal behavior , 1990, The Analysis of verbal behavior.

[74]  Comparison of Sign alone and in combination with an electronic communication device in early language intervention: Case study , 1995 .

[75]  M. Wolery,et al.  Comparison of Progressive Time Delay and Transition-Based Teaching with Preschoolers Who Have Developmental Delays , 1993 .

[76]  P. Duker,et al.  A stimulus control procedure to increase requesting with individuals who are severely/profoundly intellectually disabled. , 2008, Journal of intellectual disability research : JIDR.