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    <title>UTas ePrints - Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities</title>
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<meta content="Effects of speech output on maintenance of
requesting and frequency of vocalizations in three
children with developmental disabilities" name="eprints.title" />
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<meta content="Augmentative and alternative communication; Aided communication modes;
Speech generating devices; Requesting; Vocalization; Autism; Developmental disability" name="eprints.keywords" />
<meta content="The definitive version is available online at http://www.tandf.co.uk/journals/titles/07434618.asp" name="eprints.note" />
<meta content="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). Following acquisition, rates of requesting and vocalizations
were compared across two conditions (speech output on versus speech output off) that were
alternated on a session-by-session basis. There were no major or consistent differences across
the two conditions for the three children, suggesting that access to preferred objects was the
critical variable maintaining use of the SGDs. The results also suggest that feedback in the
form of digitized speech from the SGD did not inhibit vocalizations. One child began to
speak single words during the latter part of the study, suggesting that in some cases AAC
intervention involving SGDs may facilitate speech.
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<meta content="Beukelman, D. R. &amp; Mirenda, P. (1998). Augmentative and
alternative communication: Management of severe communication
disorders in children and adults (2nd ed.).
Baltimore: Paul H. Brookes.
Blischak, D. M., Lombardino, L. J. &amp; Dyson, A. T. (2003).
Use of speech-generating devices: In support of natural
speech. Augmentative and Alternative Communication, 19,
29-35.
Bondy, A. &amp; Frost, L. (2001). The picture exchange
communication system. Behavior Modification, 25, 725-744.
Butterfield, N., Arthur, M. &amp; Sigafoos, J. (1995). Partners in
everyday communicative exchanges. Sydney: MacLennan
&amp; Petty.
Doss, L. S., Locke, P. A., Johnston, S. S., Reichle, J.,
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comparison of the efficiency of a variety of AAC systems
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and Alternative Communication, 7, 256-265.
Drasgow, E., Halle, J. W., Ostrosky, M. M. &amp; Harbers, H.
M. (1996). Using behavioral indication and functional
communication training to establish an initial sign
repertoire with a young child with severe disabilities.
Topics in Early Childhood Special Education, 16, 500-521.
Drasgow, E., Halle, J. W. &amp; Sigafoos, J. (1999). Teaching
communication to learners with severe disabilities:
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augmentative and alternative communication: Narrative
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speech output in interventions for persons with autism? A
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Schlosser, R. W. &amp; Sigafoos, J. (2002). Selecting graphic
symbols for an initial request lexicon: Integrative review.
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Schlosser (Ed.), The efficacy of augmentative and alternative
communication: Toward evidence-based practice.
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Sigafoos, J. &amp; Mirenda, P. (2002). Strengthening communicative
behaviors for gaining access to desired items and
activities. In J. Reichle, D. Beukelman &amp; J. Light (Eds.),
Exemplary practices for beginning communicators
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assessment of receptive and expressive language in
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(1993). Teaching specific requests: A comparative analysis
of skill acquisition and preference using two augmentative
and alternative communication aids. Education and
Training in Mental Retardation, 28, 169-178." name="eprints.referencetext" />
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were taught to request access to preferred objects using an augmentative communication
speech-generating device (SGD). Following acquisition, rates of requesting and vocalizations
were compared across two conditions (speech output on versus speech output off) that were
alternated on a session-by-session basis. There were no major or consistent differences across
the two conditions for the three children, suggesting that access to preferred objects was the
critical variable maintaining use of the SGDs. The results also suggest that feedback in the
form of digitized speech from the SGD did not inhibit vocalizations. One child began to
speak single words during the latter part of the study, suggesting that in some cases AAC
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    <h1 class="ep_tm_pagetitle">Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities</h1>
    <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Sigafoos, J.</span> and <span class="person_name">Didden, R.</span> and <span class="person_name">O'Reilly, M.</span> (2003) <xhtml:em>Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities.</xhtml:em> Augmentative and Alternative Communication, 19 (1). pp. 37-47. ISSN 0743-4618</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1666/1/2SigRQF.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1666/1/2SigRQF.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />230Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/0743461032000056487">http://dx.doi.org/10.1080/0743461032000056487</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">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). Following acquisition, rates of requesting and vocalizations
were compared across two conditions (speech output on versus speech output off) that were
alternated on a session-by-session basis. There were no major or consistent differences across
the two conditions for the three children, suggesting that access to preferred objects was the
critical variable maintaining use of the SGDs. The results also suggest that feedback in the
form of digitized speech from the SGD did not inhibit vocalizations. One child began to
speak single words during the latter part of the study, suggesting that in some cases AAC
intervention involving SGDs may facilitate speech.
</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available online at http://www.tandf.co.uk/journals/titles/07434618.asp</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Augmentative and alternative communication; Aided communication modes;
Speech generating devices; Requesting; Vocalization; Autism; Developmental disability</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330108.html">330000 Education &gt; 330100 Education Studies &gt; 330108 Special Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1666</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">23 Aug 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1666;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1666">item control page</a></p>
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