The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review

Journal of Speech, Language, and Hearing Research

Volumn 49, Issue 2, 2006, Pages 248-264

  Millar, Diane C ^a,b,d   Light, Janice C ^a   Schlosser, Ralf W ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH TEXAS   (United States)

^c NORTHEASTERN UNIVERSITY   (United States)

^d RADFORD UNIVERSITY   (United States)

Author keywords

Augmentative and alternative communication; Developmental disabilities; Effectiveness; Meta analysis; Speech production; Systematic review

Indexed keywords

ADULT; AGE DISTRIBUTION; ALTERNATIVE COMMUNICATION; ARTICLE; AUTISM; CHILD; CLINICAL TRIAL; COMMUNICATION SKILL; CONTROLLED STUDY; DOWN SYNDROME; FACILITATED COMMUNICATION; FEMALE; HUMAN; INFORMATION PROCESSING; INFORMATION RETRIEVAL; LANGUAGE DISABILITY; MAJOR CLINICAL STUDY; MALE; MENTAL DEFICIENCY; META ANALYSIS; SIGN LANGUAGE; SPEECH; SPEECH DISORDER; SPEECH THERAPY; SYSTEMATIC REVIEW; ADOLESCENT; COMMUNICATION AID; DEVELOPMENTAL DISORDER; LANGUAGE; MIDDLE AGED; PRESCHOOL CHILD; REVIEW; SPEECH ANALYSIS;

ADOLESCENT; ADULT; AUTISTIC DISORDER; CHILD; CHILD, PRESCHOOL; COMMUNICATION AIDS FOR DISABLED; DEVELOPMENTAL DISABILITIES; FEMALE; HUMANS; LANGUAGE; LANGUAGE DEVELOPMENT DISORDERS; MALE; MENTAL RETARDATION; MIDDLE AGED; SPEECH; SPEECH PRODUCTION MEASUREMENT;

EID: 33747854227     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2006/021)     Document Type: Article

References (53)

1. American Speech Language Hearing Association. (1991). Report: Augmentative and alternative communication. Committee on Augmentative Communication American Speech-Language-Hearing Association. ASHA, (Suppl. 5), 9-12.
2. Barlow, D. H., & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change. Boston: Allyn & Bacon.
3. Barrett, R. P., & Sisson, L. A. (1987). Use of the alternating treatments design as a strategy for empirically determining language training approaches with mentally retarded children. Research in Developmental Disabilities, 8, 401-412.
4. Benaroya, S., Wesley, S., Ogilvie, H., Klein, L. S., & Meaney, M. (1977). Sign language and multisensory input training of children with communication and related developmental disorders. Journal of Autism and Childhood Schizophrenia, 7, 23-31.
5. Beukelman, D. (1987). When you have a hammer, everything looks like a nail. Augmentative and Alternative Communication, 3, 94-95.
6. Blischak, D. M. (1999). Increases in natural speech production following experience with synthetic speech. Journal of Special Education Technology, 14, 44-53.
7. Blischak, D. M. (2003). Use of speech-generating devices: In support of natural speech. Augmentative and Alternative Communication, 19, 29-35.
8. Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9, 1-19.
9. Bonta, J. L., & Watters, R. G. (1983). Use of manual signs by developmentally disordered speech-deficient children in delayed auditory-to-picture matching-to-sample. Analysis and Intervention in Developmental Disabilities, 3, 295-309.
10. Casey, L. O. (1978). Development of communicative behavior in autistic children: A parent program using manual signs. Journal of Autism and Childhood Schizophrenia, 8, 45-59.
11. Charlop-Christy, M. H., Carpenter, M., Loc, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-231.
12. Clarke, S., Remington, B., & Light, P. (1986). An evaluation of the relationship between receptive speech skills and expressive signing. Journal of Applied Behavior Analysis, 19, 231-239.
13. Clarke, S., Remington, B., & Light, P. (1988). The role of referential speech in sign learning by mentally retarded children: A comparison of total communication and sign-alone training. Journal of Applied Behavior Analysis, 21, 419-426.
14. Conaghan, B. P., Singh, N. N., Moe, T. L., Landrum, T., & Ellis, C. R. (1992). Acquisition and generalization of manual signs by hearing-impaired adults with mental retardation. Journal of Behavioral Education, 2, 175-203.
15. Cregan, A. (1993). Sigsymbol system in a multimodal approach to speech elicitation: Classroom project involving an adolescent with severe mental retardation. Augmentative and Alternative Communication, 9, 146-160.
16. DiCarlo, C. F., Stricklin, S., & Banajee, M. (2001). Effects of manual signing on communicative verbalizations by toddlers with and without disabilities in inclusive classrooms. Journal of the Association for Persons with Severe Handicaps, 26, 120-126.
17. Dowden, P., & Marriner, N. (1995). Augmentative and alternative communication: Treatment principles and strategies. Seminars in Speech and Language, 16, 140-156.
18. Fulwiler, R. L., & Fouts, R. S. (1976). Acquisition of American Sign Language by a noncommunicating autistic child. Journal of Autism and Childhood Schizophrenia, 6, 43-51.
19. Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12, 241-254.
20. Gibbs, E. D., & Carswell, L. E. (1991). Using total communication with young children with Down syndrome: A literature review and case study. Early Education and Development, 2, 306-320.
21. Glennen, S. L., & DeCoste, D. C. (1997). The handbook of augmentative and alternative communication. San Diego, CA: Singular.
22. Hulit, L. M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development. Boston: Allyn & Bacon.
23. Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19, 86-103.
24. Kazdin, A. (1978). Methodological and interpretive problems of single-case experimental designs. Journal of Consulting and Clinical Psychology, 46, 629-642.
25. Kazdin, A. (2003). Research design in clinical psychology. Boston: Allyn & Bacon.
26. Kearns, K. (1986). Flexibility of single-subject experimental designs. Part II: Design selection and arrangement of experimental phases. Journal of Speech and Hearing Disorders, 51, 204-214.
27. Kouri, T. A. (1988). Effects of simultaneous communication in a child-directed treatment approach with preschoolers with severe disabilities. Augmentative and Alternative Communication, 4, 222-232.
28. Kravits, T. R., Kamps, D. M., Kemmerer, K., & Potucek, J. (2002). Increasing communication skills for an elementary-aged student with autism using the picture exchange communication system. Journal of Autism and Developmental Disorders, 32, 225-230.
29. Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5, 137-144.
30. Light, J. (2003). "Shattering the silence": The development of communicative competence by individuals who use AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use augmentative and alternative communication: From research to effective practice (pp. 3-38). Baltimore: Brookes.
31. Light, J., Binger, C., Agate, T., & Ramsay, K. (1999). Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence. Journal of Speech and Hearing Research, 42, 241-255.
32. Linton, J. M., & Singh, N. N. (1984). Acquisition of sign language using positive practice overcorrection. Behavior Modification, 8, 553-566.
33. Lloyd, L. L., Fuller, D. R., & Arvidson, H. H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Boston: Allyn & Bacon.
34. Lloyd, L. L., & Kangas, K. (1994). Augmentative and alternative communication. In G. H. Shames, E. H. Wiig, & W. A. Secord (Eds.), Human communication disorders (4th ed., pp. 606-657). New York: Merrill/Macmillan.
35. McNaughton, D. (1994). Meta-analysis in AAC: The science, the art, and the questions that remain. In J. Brodin & E. Bjorck-Akesson (Eds.), Proceedings of the Third International Society for Augmentative and Alternative Communication Research Symposium (pp. 57-64). Jonkoping, Sweden: Jonkoping University Press.
36. Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34, 203-216.
37. Pecyna, P. M. (1988). Rebus symbol communication training with a severely handicapped preschool child: A case study. Language, Speech, and Hearing Services in Schools, 19, 128-143.
38. Remington, B., & Clarke, S. (1993). Simultaneous communication and speech comprehension. Part II: Comparison of two methods of overcoming selective attention during expressive sign training. Augmentative and Alternative Communication, 9, 49-60.
39. Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore: Brookes.
40. Romski, M. A., Sevcik, R. A., & Pate, J. L. (1988). Establishment of symbolic communication in persons with severe retardation. Journal of Speech and Hearing Disorders, 53, 94-107.
41. Schlosser, R. W. (2003). Effects of AAC on natural speech development. In R. W. Schlosser (Ed.), The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp. 404-425). San Diego, CA: Academic Press.
42. Schlosser, R. W., & Lee, D. L. (2000). Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research. Augmentative and Alternative Communication, 16, 208-226.
43. Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication, 20, 1-21.
44. Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative analysis of single subject research methodology: Methodology and validation. Remedial and Special Education, 8, 24-33.
45. Silverman, F. (1995). Communication for the speechless (3rd ed.). Needham Heights, MA: Allyn & Bacon.
46. Simeonsson, R., & Bailey, D. (1991). Evaluating programme impact: Levels of certainty. In D. Mitchell & R. Brown (Eds.), Early intervention studies for young children with special needs (pp. 280-296). London: Chapman and Hall.
47. Sisson, L. A., & Barrett, R. P. (1984). An alternating treatments comparison of oral and total communication training with minimally verbal retarded children. Journal of Applied Behavior Analysis, 17, 559-566.
48. Slavin, R. E. (1986). Best-evidence synthesis: An alternative to meta-analytic and traditional reviews. Educational Researcher, 15, 5-11.
49. Smith, M., & Grove, N. (2003). Asymmetry in input and output for individuals who use AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use augmentative and alternative communication: From research to effective practice (pp. 163-195). Baltimore: Brookes.
50. Smith, N. L. (1981). The certainty of judgments in health evaluations. Evaluation and Program Planning, 4, 273-278.
51. Ventry, I. M., & Schiavetti, N. (1986). Evaluating research in speech pathology and audiology. New York: Macmillan.
52. White, H. D. (1994). Scientific communication and literature retrieval. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 41-55). New York: Russell Sage Foundation.
53. Yoder, P. J., & Layton, T. L. (1988). Speech following sign language training in autistic children with minimal verbal language. Journal of Autism and Developmental Disorders, 18, 217-229.