Sigafoos Jeff, Didden Robert, O'Reilly Mark
a The University of Texas at Austin Texas USA.
b University of Nijmegen The Netherlands.
Augment Altern Commun. 2003;19(1):37-47. doi: 10.1080/0743461032000056487.
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.
我们评估了数字化语音输出对三名发育障碍儿童维持请求行为及发声频率的作用。教会这些儿童使用辅助沟通语音生成设备（SGD）来请求获取他们喜欢的物品。在掌握该技能后，对比了在两种条件下（语音输出开启与语音输出关闭）请求行为及发声的频率，这两种条件在每个会话中交替进行。对于这三名儿童而言，两种条件下没有显著或一致的差异，这表明获取喜欢的物品是维持使用SGD的关键变量。结果还表明，来自SGD的数字化语音形式的反馈并未抑制发声。在研究后期，有一名儿童开始说出单个单词，这表明在某些情况下，涉及SGD的辅助沟通干预可能会促进言语发展。
