High-Tech Augmentative and Alternative Communication for Individuals with IDD and. Complex Communication Needs: A Meta-Analysis (Reference List)

Transcription

1 High-Tech Augmentative and Alternative Communication for Individuals with IDD and Complex Communication Needs: A Meta-Analysis (Reference List) Jennifer B. Ganz 1, Ph.D., jeniganz@tamu.edu; Kristi Morin 2, M.Ed., klmorin@tamu.edu; Margaret J. Foster 3, MPH, margaretfoster@tamu.edu; Kimberly J. Vannest 4, Ph.D. kvannest@tamu.edu; Derya Genç Tosun 5, M.Ed., deryagenc@anadolu.edu.tr; Emily V. Gregori 6, M.Ed., egregori@purdue.edu; Stephanie Gerow 7, Ph.D., stephanie_gerow@baylor.edu 1, 2, 4 Texas A&M University 4225 Texas A&M University, College Station, TX Texas A&M University 4462 TAMU, Medical Sciences Library, College Station, TX Anadolu Universitesi Engelliler Arastirma Enstitusu, Eskişehir 26470, Turkey 6 Purdue University Beering Hall, West Lafayette, IN Baylor University Marrs McLean Science 316, One Bear Place #97301, Waco, TX Corresponding Author: Jennifer B. Ganz, Ph.D. Declaration of Conflicting Interest: The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding: The contents of this manuscript were developed under the Preparation of Leaders in Autism Across the Lifespan grant awarded by the U.S. Department of Education, Office of Special Education Programs (Grant No. H325D110046).

2 References included in the Analyses Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013a). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7, doi: /j.rasd Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013b). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication, 29, doi: / Couper, L., van der Meer, L., Schafer, M. C. M., McKenzie, E., McLay, L., O Reilly, M. F., & Sutherland, D. (2014). Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder. Developmental Neurorehabilitation, 17, doi: / Durand, V. M. (1993). Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, Ganz, J. B., Hong, E. R., & Goodwyn, F. D. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, doi: /j.rasd Ganz, J. B., Hong, E. R., Goodwyn, F., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation, 18, doi: /

3 Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6, King, M. L., Takeguchi, K., Barry, S. E., Rehfeldt, R. A., Boyer, V. E., & Mathews, T. L. (2014). Evaluation of the ipad in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, doi: /j.rasd Lorah, E. R., Karnes, A., & Speight, D. R. (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27, doi: /s Lorah, E. R., Parnell, A., & Speight, D. R. (2014). Acquisition of sentence frame discrimination using the ipad as a speech generating device in young children with developmental disabilities. Research in Autism Spectrum Disorders, 8, doi: /j.rasd Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating picture exchange and the ipad as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25, doi: /s McLay, L., van der Meer, L., Schafer, M. C. M., Couper, L., McKenzie, E., O Reilly, M. F., & Sutherland, D. (2015). Comparing acquisition, generalization, maintenance, and preference across three AAC options in four children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, doi: /s x

4 Olive, M. L., de la Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, doi: /s Olive, M. L., Lang, R. B., & Davis, T. N. (2008). An analysis of the effects of functional communication and a voice output communication aid for a child with autism spectrum disorder. Research in Autism Spectrum Disorders, 2, doi: /j.rasd Sigafoos, J., Didden, R., & O Reilly, M. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. Augmentative and Alternative Communication, 19, doi: / Son, S. H., Sigafoos, J., O Reilly, M., & Lancioni, G. E. (2006). Comparing two types of augmentative and alternative communication systems for children with autism. Pediatric Rehabilitation, 9, doi: / Soto, G., Belfiore, P. J., Schlosser, R. W., & Haynes, C. (1993). Training specific requests: A comparative analysis on skill acquisition and preference using two augmentative and alternative communication aids. Education and Training in Mental Retardation, 28, Steege, M. W., Wacker, D. P., Cigrand, K. C., Berg, W. K., Novak, C. G., Reimers, T. M., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 23,

5 Strasberger, S. K., & Ferreri, S. J. (2014). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal of Developmental and Physical Disabilities, 26, doi: /s Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability, 34, doi: / van der Meer, L., Didden, R., Sutherland, D., O Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental and Physical Disabilities, 24, doi: /s van der Meer, L., Kagohara, D., Achmadi, D., O Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33, doi: /j.ridd van der Meer, L., Sutherland, D., O Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, doi: /j.rasd Waddington, H., Sigafoos, J., Lancioni, G. E., O Reilly, M. F., van der Meer, L., Carnett, A., & Marschik, P. B. (2014). Three children with autism spectrum disorder learn to perform a three-step communication sequence using an ipad-based speech-generating device.

6 International Journal of Developmental Neuroscience, 39, doi: /j.ijdevneu