A Comparison of Manual Sign and Speech Generating Devices in the Natural Environment
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A Comparison of Manual Sign and Speech Generating Devices in the Natural Environment Matthew T. Brodhead 1 Mandy J. Rispoli 2
& Lauren
F. Brouwers 2 & Emma S. Sipila-Thomas 1 &
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Between 30 and 50% of individuals with Autism Spectrum Disorder (ASD) do not develop vocal language deemed functionally acceptable to meet their daily communication needs. As a result, individuals with ASD may require intervention alternatives to vocal speech, such as augmentative and alternative communication (AAC). However, very little is known about how members of the public may respond to forms of AAC. The purpose of this study was to evaluate how two commonly used AAC formats, manual sign and a selection-based speech generating device (SGD), result in access to reinforcement in the natural environment. To do this, we approached naïve adults (i.e., individuals unfamiliar with the aims of the study) and asked questions that were likely to result in reinforcement. We measured whether or not naïve adults accurately responded to each question, and we collected additional descriptive information about their reaction to that form of AAC. This study has important implications for social validity and long-term considerations of AAC. Keywords Augmentative and alternative communication . Autism . Sign language .
Speech-generating device Autism Spectrum Disorder (ASD) is characterized by significant impairments in communication and social interactions (American Psychiatric Association 2013). Individuals with ASD often experience delayed speech and language skills (Tager-Flusberg and Kasari 2013) and have difficulty initiating social interactions. These characteristics * Matthew T. Brodhead [email protected]
1
Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane Road, East Lansing, MI 48824, USA
2
Purdue University, West Lafayette, IN, USA
Lauren F. Brouwers [email protected] Emma S. Sipila-Thomas [email protected] Mandy J. Rispoli [email protected]
Journal of Developmental and Physical Disabilities
may limit their ability to develop relationships with peers (Dotson et al. 2010), and may result in significant behavior problems (e.g., self-injury and aggression; LaRue et al. 2009; Lerman et al. 2005) that further isolate individuals with ASD from inclusion and engagement in society. Even with targeted intervention to improve spoken communication, between 30 and 50% of individuals with ASD do not develop spoken language that allows them to fully communicate their wants and needs (Ostryn et al. 2008; Lord et al. 2004; Tager-Flusberg and Kasari 2013). Individuals with ASD may then require intervention to communicate using augmentative and alternative communication (AAC; Ganz et al. 2012; Mirenda 2003; van der Meer et al. 2012). AAC is defined as a communication system an individual may use to “compensate for lack of speech or to replace, or augment, unintelligible speech” (Ganz et al. 2012, p. 60). AAC ma
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