School of Educational Psychology and Pedagogy, Victoria University of Wellington, Karori, Wellington, New Zealand.
Res Dev Disabil. 2012 Sep-Oct;33(5):1658-69. doi: 10.1016/j.ridd.2012.04.004. Epub 2012 May 2.
We compared speed of acquisition and preference for using a speech-generating device (SGD) versus manual signing (MS) as augmentative and alternative communication (AAC) options. Four children with developmental disabilities (DD), aged 5-10 years, were taught to request preferred objects using an iPod(®)-based SGD and MS. Intervention was introduced in a multiple-probe across participants design and SGD and MS conditions were compared in an alternating treatments design. A systematic choice-making paradigm was implemented to determine if the children showed a preference for using SGD or MS. All participants showed increased use of SGD when intervention was introduced, but only three learned under the MS condition. Three participants exhibited a preference for the SGD while the remaining participant demonstrated a preference for using MS. Results support previous studies showing that individuals with DD often show a preference for different AAC options and extend previous data by suggesting that acquisition and maintenance was better for the preferred option.
我们比较了使用言语生成设备 (SGD) 与手动签名 (MS) 作为辅助和替代沟通 (AAC) 选项的习得速度和偏好。我们对 4 名患有发育障碍 (DD) 的儿童进行了教学，他们使用基于 iPod(®)的 SGD 和 MS 来请求他们喜欢的物品。采用多参与者跨参与者设计引入干预措施，并在交替治疗设计中比较 SGD 和 MS 条件。实施系统的选择决策范式，以确定儿童是否表现出对 SGD 或 MS 的偏好。当引入干预措施时，所有参与者都增加了对 SGD 的使用，但只有 3 名参与者在 MS 条件下学习。三名参与者表现出对 SGD 的偏好，而其余一名参与者则表现出对使用 MS 的偏好。研究结果支持了先前的研究，表明 DD 患者通常对不同的 AAC 选项表现出偏好，并通过表明对首选选项的习得和维持效果更好，扩展了先前的数据。
