Department of Special Education, Vanderbilt University, Nashville, TN.
Am J Speech Lang Pathol. 2021 May 18;30(3):1210-1223. doi: 10.1044/2020_AJSLP-20-00102. Epub 2021 Mar 31.
Purpose Augmented input is the act of concurrently modeling language verbally and on a communication device, and is one strategy for teaching individuals to effectively use aided modes of communication. The purpose of this literature review is to assess the efficacy of augmented input for increasing communication and to identify intervention components, participant characteristics, and instructional contexts related to therapeutic outcomes. Method We double screened all potential sources and double coded all included sources. Database, forward, and backward searches yielded 99 single case designs in 26 sources. We coded characteristics of participants, instructional contexts, independent variables, and dependent variables. We also coded quality/rigor and primary outcomes for each design or comparison. Results Across high-quality studies, two thirds of designs indicated that augmented input was effective compared to baseline conditions and alternative interventions, and exploratory analyses indicated that receptive language skills, age, and diagnoses may moderate intervention efficacy. Most augmented input interventions included additional components that may serve as "active ingredients" (e.g., systematic prompting, contextual reinforcement). Most studies also did not report participant characteristics hypothesized to moderate intervention efficacy (e.g., joint attention skills, imitation repertoire). Results also indicated high risk of publication bias, with peer-reviewed sources twice as likely to include positive effects than dissertations and theses. Conclusions Across high-quality studies, augmented input was inconsistently effective as a stand-alone intervention. Packaged interventions that included augmented input were typically more effective than augmented input in isolation, particularly for individuals who were young, had strong receptive language skills, or had no comorbid diagnoses.
目的
增强输入是指同时对语言和通讯设备进行建模的行为，是教授个体有效使用辅助沟通模式的策略之一。本文的目的是评估增强输入在提高沟通方面的功效，并确定与治疗结果相关的干预组成部分、参与者特征和教学环境。
方法
我们对所有潜在来源进行了双重筛选，并对所有纳入的来源进行了双重编码。数据库、前向和后向搜索在 26 个来源中产生了 99 个单案例设计。我们对参与者特征、教学环境、自变量和因变量进行了编码。我们还对每个设计或比较的质量/严谨性和主要结果进行了编码。
结果
在高质量的研究中，三分之二的设计表明，与基线条件和替代干预相比，增强输入是有效的，探索性分析表明，接受性语言技能、年龄和诊断可能会调节干预效果。大多数增强输入干预措施包括可能作为“有效成分”的附加组件（例如，系统提示、情境强化）。大多数研究也没有报告被假设为调节干预效果的参与者特征（例如，共同注意技能、模仿能力）。结果还表明存在发表偏倚的高风险，同行评审的来源包含积极影响的可能性是论文和论文的两倍。
结论
在高质量的研究中，增强输入作为独立干预措施的效果不一致。包含增强输入的综合干预措施通常比单独使用增强输入更有效，特别是对于那些年轻、具有较强接受性语言技能或没有合并诊断的个体。
