Communication interventions involving speech-generating devices for children with autism: a review of the literature.
OBJECTIVE
The current review synthesizes communication intervention studies that involved the use of speech-generating devices (SGD) for children with autism.


METHODS
Twenty-three studies were identified that met the inclusion criteria following systematic searches of electronic databases, journals and reference lists. Studies were evaluated in terms of: (a) participants, (b) setting, (c) mode of communication, (d) communication skill(s) taught to the participant, (e) intervention procedures, (f) outcomes, (g) follow-up and generalization, (h) reliability and treatment integrity and (i) design and certainty of evidence.


RESULTS
Intervention, most commonly targeting requesting skills, was provided to a total of 51 children aged 3-16 years. Intervention strategies followed two main approaches: operant/behavioural techniques and naturalistic teaching procedures. Positive outcomes were reported for 86% of the studies and 78% of the studies were categorized as providing conclusive evidence.


CONCLUSIONS
The literature base suggests that SGDs are viable communication options for children with autism. However, several areas warrant future research.
van der Meer
Larah A J
LA
Victoria University of Wellington, Wellington, New Zealand. larah.vandermeer@vuw.ac.nz
Rispoli
Mandy
M
D001321:Autistic Disorder / Q000534:rehabilitation*; D002648:Child; D003143:Communication Devices for People with Disabilities; D006801:Humans; D013060:Speech; D016896:Treatment Outcome