RESUMEN
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), speech-generating devices (SGDs), and other picture-based AAC. Effectiveness was measured via the Improvement Rate Difference. Results indicated that AAC has small to moderate effects on speech outcomes, and that SGDs appear to be most effective when considering any outcome measure with individuals with ASD without comorbid intellectual/developmental disorders (IDD). PECS appears to be most effective when considering any outcome measure with individuals with ASD and IDD. SGDs and PECS were the most effective type of AAC for preschoolers, when aggregating across outcome measures. No difference was found between systems for elementary-aged and older individuals.
Asunto(s)
Trastornos Generalizados del Desarrollo Infantil/rehabilitación , Equipos de Comunicación para Personas con Discapacidad/normas , Trastornos de la Comunicación/rehabilitación , Discapacidad Intelectual/rehabilitación , Habla/fisiología , Trastornos Generalizados del Desarrollo Infantil/epidemiología , Trastornos Generalizados del Desarrollo Infantil/fisiopatología , Equipos de Comunicación para Personas con Discapacidad/clasificación , Trastornos de la Comunicación/epidemiología , Trastornos de la Comunicación/fisiopatología , Humanos , Discapacidad Intelectual/epidemiología , Discapacidad Intelectual/fisiopatologíaRESUMEN
There is a growing research literature on the potential benefits of augmentative and alternative communication (AAC) for individuals with autism; however few studies have investigated implementation of AAC within real-life contexts. Thus, the purpose of this study was to investigate the impact of training for practitioners in implementation of aided AAC, and to examine implementation of Picture Exchange Communication System (PECS) in real-life contexts. In particular, this study involved the implementation of instructional coaching to increase opportunities offered by behavioral therapists for their preschool-aged clients to use PECS to make requests. Results indicated increases in therapist implementation of AAC and client use of AAC in trained contexts, with limited generalization to untrained contexts.
Asunto(s)
Trastorno Autístico/rehabilitación , Terapia Conductista/métodos , Equipos de Comunicación para Personas con Discapacidad , Educación Especial/métodos , Relaciones Profesional-Paciente , Psicología Educacional/métodos , Adulto , Trastorno Autístico/psicología , Terapia Conductista/educación , Terapia Conductista/estadística & datos numéricos , Trastornos Generalizados del Desarrollo Infantil/psicología , Trastornos Generalizados del Desarrollo Infantil/rehabilitación , Preescolar , Comunicación , Femenino , Humanos , Masculino , Variaciones Dependientes del Observador , Psicología Educacional/educaciónRESUMEN
The Picture Exchange Communication System (PECS) is a widely used picture/icon aided augmentative communication system designed for learners with autism and other developmental disorders. This meta-analysis analyzes the extant empirical literature for PECS relative to targeted (functional communication) and non-targeted concomitant outcomes (behavior, social skills, and speech) for learners with autism, learners with autism and intellectual disabilities and those with autism and multiple disabilities. Effect size analyses were done using the Improvement Rate Difference method, an advanced metric. Effect sizes were independently analyzed for targeted and non-targeted outcomes, student age, learner disability, and number of phases in the PECS protocol acquired by learners. Results supported the judgment that PECS is a promising intervention method. Analysis also revealed that functional communication outcomes associated with the PECS protocol were most impacted, that preschool children and those with autism generally showed the strongest training effects, and that in general students who advanced through the most PECS protocol phases had the best outcomes.