Science Publications

Abstract This paper focuses on the role of human service staff when supporting individuals with severe disabilities who use speech-generating devices (SGDs) for functional communication. Following a brief overview of research that demonstrates the efficacy of SGDs within this group, a summary is provided of skills staff require to help ensure that individuals with severe disabilities have opportunities to use SGDs in effective ways. (more…)

Abstract Speech output from speech-generating devices (SGD) and SGD software, such as talking word processors, has changed the landscape of options for aided communication. The purpose of this paper is to review and critique research into the roles of speech output for communication partners, learners, and learner-partner dyads. Research on partnerv-voriented roles is reviewed in terms of attitudes and perceived communicative competence, and communicative behavior. (more…)

Abstract Individuals with little or no functional speech frequently rely on non-speech communication systems to augment or replace natural speech. These systems include speech generating devices (SGDs), which provide synthetic speech upon activation. This paper comprises a summary of research conducted over the past 20 years on the perception of synthetic speech by nondisabled listeners and listeners with intellectual, language, and hearing impairments. (more…)

Abstract We evaluated the role of digitized speech output on the maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. The children were taught to request access to preferred objects using an augmentative communication speech-generating device (SGD). (more…)

Abstract One of the most frequently cited concerns from parents, teachers, and other caregivers, upon hearing a recommendation for the use of augmentative and alternative communication (AAC) is, ‘Will its use interfere with natural speech?’ Reports of positive effects of AAC use, particularly that of speech (more…)

Abstract Three preschool-aged children with autism spectrum disorder (ASD) were taught to utilize a visual support (a graphic symbol representing ‘Can I Play?’) to request entrance into play activities. Acquisition of graphic symbol use resulted from the implementation of a naturalistic intervention strategy that included creating communicative opportunities, providing a model of the desired behavior, prompting the participant to engage in the desired behavior (via a least-to-most prompting hierarchy and time delay), and providing access to natural consequences for appropriate participant responses. Intervention occurred in the context of ongoing play activities in the classroom. (more…)

Abstract The successful use of augmentative and alternative communication (AAC) systems by young children rests on the child’s ability to efficiently and accurately locate desired vocabulary. Typically, young children’s vocabulary items are organized on communication boards or computer displays according to what seems logical to speech-language pathologists, teachers, and parents. It remains unclear, however, whether adult-generated vocabulary arrangements truly reflect the cognitive organization of young children who require AAC. (more…)

Abstract The aim of this study was to develop a core vocabulary list for toddlers. Naturally occurring (i.e., unprompted) vocabulary was collected for 50 toddlers, aged from 24 to 36 months, enrolled in five different preschools, during two different activities (play within interest centres and snack time). (more…)