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| Systematic Methods for Teaching and Generalizing the Use of Speech-Generating Devices (SGDs) |
| Sunday, May 25, 2025 |
| 5:00 PM–5:50 PM |
| Marriott Marquis, M4 Level, Capitol & Congress |
| Area: VBC/AUT; Domain: Applied Research |
| Chair: Jennifer Neal (The Evergreen Center) |
| Discussant: Elizabeth R. Lorah (University of Arkansas) |
| CE Instructor: Rebecca Hotchkiss, Ph.D. |
| Abstract: It is clear the ability for all individuals to successfully communicate with others in their verbal community is critical. Yet most often the verbal community relies on spoken language communication, which excludes those with minimal or no vocal-verbal repertories. Therefore, to reduce social isolation and promote inclusion for these individuals, alternative forms of functional communication are being established. The use of speech-generating devices (SGD) has become increasingly popular to support this need, but research on how to systematically teach their use is has not kept up. The present symposium will explore two studies evaluating methods to systematically teach the use of SGDs to individuals with autism spectrum disorder (ASD). Results focus on the generalization of the learned repertoires to other environments, allowing participants to engage successfully in their natural verbal community. Further directions for research will be discussed relative to direct effectiveness of the interventions, and their implications on systematic instruction for SGD use and communication repertoires. |
| Instruction Level: Intermediate |
| Keyword(s): AAC, Manding, PECS, SGD |
| Target Audience: The target audience are those working with individuals without vocal-verbal communication repertoires with the goal of teaching the use of speech-generating devices. The audience should have basic understanding of mand training and motivating operations to increase efficacy of this procedures. The target audience should also have knowledge of verbal behavior and methods of teaching it without relying on spoken communication. |
Learning Objectives: 1. implement systematic methods to teach individuals to utilize a SGD
2. increase generalization of communication repertoires acquired with a SGD
3. determine how prerequisite skills can impact the success of teaching an individual to use a SGD |
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| Teaching Traveling to Speech Generating Device: A Replication & Extension |
| KENNEDY CLOE (Southern Illinois University, Carbondale), Megan Dale (Southern Illinois University), Karli Anne Wright (Southern Illinois University), Lesley A. Shawler (Southern Illinois University) |
| Abstract: Communication using speech-generating devices (SGD) for individuals with autism spectrum disorder (ASD) is becoming increasingly more common (Lorah & Griffen, 2023). An expanding body of research has highlighted the importance of these devices for individuals with limited vocal-verbal behavior. However, most modalities do not incorporate systematic methods to promote generalization. In one example, Lorah and Griffen (2023) systematically taught children to travel to their SGD, bring it to the listener, and mand. Being able to travel to the device is a socially significant skill, as sometimes the individual may be in a noisy environment, may not always carry the device, or they require charging. This study aimed to expand the current research on interventions used to teach children to travel to their SGD and provide clinicians with a systematic procedure to teach traveling. The current study successfully taught two children with minimal vocal-verbal behavior to travel to their SGD using a concurrent multiple-probe design across three distances. Caregivers also were taught to conduct traveling trials with their children to promote treatment gains and found the procedures to be socially acceptable. |
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Increasing Mand Frequency & Variation With Speech-Generating Devices Through a Modified Picture Exchange Communication System Procedure |
| KAYLA CURRAN (Evergreen Center), Rebecca Hotchkiss (Evergreen Center), Jennifer Neal (The Evergreen Center), Oliver Wendt (Purdue University) |
| Abstract: It is critical for all individuals to have a functional communication method. While there are different tools and effective teaching methods to establish communication repertoires for non-vocal individuals (Bondy & Frost, 2001; Shillingsburg et al., 2019), few have focused on systematic teaching procedures to induce verbal behavior repertoires. The focus of this study is to evaluate efficacy of adapting the initial three phases of the PECS (Picture Exchange Communication System) protocol (Bondy & Frost, 2001) for use through an SGD (Speech Generating Device). Three adolescents diagnosed with autism spectrum disorder (ASD) were initially unsuccessful in utilizing an SGD to emit mands in a contrived environment or to engage in spontaneous verbal behavior in the natural environment. Following the intervention, all participants demonstrated an increase in both frequency and variation of target mands. A modified maintenance probe showed two of the three participants maintained their frequency and variation of target mands. Results also persisted when extinction was introduced following 10 cumulative target mands for a single preferred item. Outcomes are discussed relative to the direct effectiveness of the intervention and the potential impact of prerequisite skills on the outcomes. |
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