Acquisizione, preferenza d'uso e dati di follow-up sull'uso di tre strumenti di CAA da parte di quattro ragazzi con disabilità/ritardo dello sviluppo
Acquisition, preference, and follow-up data on the use of three AAC options by four boys with developmental disability/delay
Achmadi D, Sigafoos J, van der Meer L, Sutherland D, Lancioni GE, O’Reilly MF, Hodis F, Green VA, McLay L, Marschik PB.
Journal of Physical and Developmental Disabilities, 25, 565–583. doi:10.1007/s10882- 014-9379z.
Abstract
We compared how quickly four boys with developmental disability/delay learned to use manual signing (MS), picture exchange (PE), and a speech-generating device (SGD) to request the continuation of toy play. Opportunities to choose to use MS, PE, and SGD were included to determine if the boys showed a preference for using one of these options. Follow-up sessions occurred at 12, 15, and 18 months post-intervention. With intervention, three of the four participants learned to use each option, but one child only learned to use PE. Trials to criterion across children ranged from 22 to 28 for the SGD, from 12 to 60 for PE, and from 21 to 64 trials for MS. For the three participants who reached criterion with each AAC system, maintenance results were best for PE and SGD. Preference assessments during follow-up showed that participants most often chose the SGD, indicating a preference for that option. The findings suggest there may be value in assessing a child’s preference for different AAC options as part of the post-intervention follow-up process.
We compared how quickly four boys with developmental disability/delay learned to use manual signing (MS), picture exchange (PE), and a speech-generating device (SGD) to request the continuation of toy play. Opportunities to choose to use MS, PE, and SGD were included to determine if the boys showed a preference for using one of these options. Follow-up sessions occurred at 12, 15, and 18 months post-intervention. With intervention, three of the four participants learned to use each option, but one child only learned to use PE. Trials to criterion across children ranged from 22 to 28 for the SGD, from 12 to 60 for PE, and from 21 to 64 trials for MS. For the three participants who reached criterion with each AAC system, maintenance results were best for PE and SGD. Preference assessments during follow-up showed that participants most often chose the SGD, indicating a preference for that option. The findings suggest there may be value in assessing a child’s preference for different AAC options as part of the post-intervention follow-up process.