This is a presentation for a grant proposal for iPads with ProloQuo2Go software.

1. Proving The Rumor
The positive effects of iPod-based speech-
generating devices on the communication
skills of children with ASD

2. Presentation Outline
1. Autism spectrum disorders
2. Augmentative and alternative communication
3. Speech-generating devices
4. iPod-based SGDs
5. Questions and limitations
6. Grant proposal

3. Autism Spectrum Disorders (ASDs)
.
Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and
Prevention. (2012). Data & statistics. In Autism Spectrum Disorders (ASDs). Retrieved April 24, 2012, from
http://www.cdc.gov/ncbddd/autism/data.html.

4. ASD (continued)
DSM IV diagnostic criteria:
1. Delay in, or total lack of, the development of spoken
language (not accompanied by an attempt to
compensate through alternative modes of
communication such as gesture or mime)
2. In individuals with adequate speech, marked impairment
in the ability to initiate or sustain a conversation with
others
• Up to half of children with autism do not develop speech,
or develop limited speech.
• Individuals with ASD rely predominantly on motoric
gestures and prelinguistic behaviors
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).
doi:10.1176/appi.books.9780890423349.
National Research Council. Educating children with autism. Washington, DC: National Academy Press; 2001.
Van der Meer L, & Rispoli M. (2010). Communication interventions involving speech-generating devices for children with
autism: A review of the literature. Developmental Neurorehabilitation, 13, 294-306.

5. Augmentative and Alternative
Communication (AAC)
• Aided and unaided AAC systems
• Suitability of aided AAC for children with ASD
o Permanent visual reference
o High iconicity
o Variety of visual representations
• Aided AAC systems commonly used with children with
ASD:
o Picture-exchange (PE) systems
o Picture exchange communication system (PECS)
o Speech-generating devices (SGDs)
Ganz J G, Earles-Vollrath T L, Heath A K, Parker R I, Rispoli M J, & Ducan J B. (2012). A Meta-Analysis of Single Case
Research
Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders.
Journal of Autism and Developmental Disorders, 42, 60-74.

6. Speech-Generating Devices
• Generally consist of a computer-processing unit and a
visual display
• Visual display can show anywhere from 2 - 128 items
o Dynamic versus fixed
• Programmed to produce speech output according to
each vocabulary item
o Digitized versus synthesized speech output

7. Speech-Generating Devices
Benefits of SGDs:
• Provide readily learnable access to basic communication
skills
• Improves communication patterns, including increases in
initiations, contributions and topic length, and decreases
in irrelevant and unclear communication
• May improve speech production
Van der Meer & Rispoli's (2010) review of the research
literature found that 86% of studies reported positive
results, and 78% gave conclusive evidence.
Sigafoos, S, Green V, Payne D, Son S, O’Reilly M, Lancioni G. (2009). A comparison of picture exchange and speech-
generating
devices: Acquisition, preference, and effects on social interaction. Augmentative and Alternative Communication,
25, 90-109.
Thunberg, G, Ahlsen E, Sandberg A. (2009). Interactions and use of speech0generating devices in thehomes of children with
autism spectrum disorders: An analysis of conversation topics. Journal of Special Education Technology, 24:2, 1-
16.

8. Speech-Generating Devices
Son et. al's (2006) study
• Three preschoolers with ASD were taught to use an AAC
to request preferred objects in a snack activity at home
• Single-subject AB design, comparing the percentage of
opportunities with a correct response across two AAC
types (PE and SGD)
• Showed significant increases in percentage of correct
responses for both AAC systems across intervention
phases; preference assessment phase showed that two
of the children preferred the picture-exchange system
and one child preferred the SGD
• Highlighted need to consider child's preference when
selecting and designing an AAC.
Son, S, Sigafoos J, O’Reilly M, Lancioni G. (2006). Comparing two types of augmentative and alternative communication
systems for children with autism. Pediatric Rehabilitation, 9, 389-395. ormal'>Journal of Autism and Developmental Disorders,
42, 60-74.

9. Speech-Generating Devices
Son et. al's (2006) study
Son, S, Sigafoos J, O’Reilly M, Lancioni G. (2006). Comparing two types of augmentative and alternative communication
systems for children with autism. Pediatric Rehabilitation, 9, 389-395. ormal'>Journal of Autism and Developmental Disorders,
42, 60-74.

10. Speech-Generating Devices
Sigafoos et. al's (2009) study:
• 15-year old boy was taught to use two AAC types (PE and SGD) to
request preferred objects
• Single-subject AB intervention design, measuring total number of
behavior indicators and correct responses over several 10-minute
sessions
• Results showed a positive shift in the number of correct responses,
and an extinction of behavior indicators, in the intervention phase for
both AAC types
• Extends the conclusions made by Son et. al (2006), adds motivation
as important factor for selecting and designing an AAC system
Sigafoos, S, Green V, Payne D, Son S, O’Reilly M, Lancioni G. (2009). A comparison of picture exchange and
speech-generating devices: Acquisition, preference, and effects on social interaction. Augmentative and Alternative
Communication, 25, 90-109.

11. Speech-Generating Devices
Sigafoos et. al's (2009) study:
Sigafoos, S, Green V, Payne D, Son S, O’Reilly M, Lancioni G. (2009). A comparison of picture exchange and
speech-generating devices: Acquisition, preference, and effects on social interaction. Augmentative and Alternative
Communication, 25, 90-109.

12. Speech-Generating Devices
Thunberg et. al's (2009) study:
• 4 children with ASD, ranging in age from 5 to 7 years old
• Children and parents taught to use an SGD in the home
environment for 1-3 activities each
• Used activity-based communication analysis in a single-subject AB
intervention design to examine children’s conversational patterns
regarding topic type and length, number of segments and
contributions, and initiators of topics
• During intervention, topics unrelated to the ongoing activity
decreased in all activities; also, a small overall increase in topic
length as measured by # of segments was observed in 5 out of the
6 activities
Thunberg, G, Ahlsen E, Sandberg A. (2009). Interactions and use of speech-generating devices in the homes of children
with
autism spectrum disorders: An analysis of conversation topics. Journal of Special Education Technology, 24:2, 1-16.

13. Speech-Generating Devices
Thunberg et. al's (2009) study:
Thunberg, G, Ahlsen E, Sandberg A. (2009). Interactions and use of speech-generating devices in the homes of children
with
autism spectrum disorders: An analysis of conversation topics. Journal of Special Education Technology, 24:2, 1-16.

14. Speech-Generating Devices
G
Ganz J G, Earles-Vollrath T L, Heath A K, Parker R I, Rispoli M J, & Ducan J B. (2012). A Meta-Analysis of Single Case
Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum
Disorders. Journal of Autism and Developmental Disorders, 42, 60-74.

15. iPod-Based SGDs
Device Screen Type Output Type Vocabulary Dimensions Price
Dynavox Dynamic High quality Several 8.5 X 10.6 X $7000
Maestro synthesized hundred? 1.8; 2.75 lbs
Tech/Talk Fixed Digitized 8X6 - 8X12 13.25 X 8 X 3; $700 - $1000
items 3 lbs
Cheap Talk 8 Fixed Digitized 8X6 items 11.8 X 7.8 X $220 - $245
2.3; 1.6 lbs
Proloquo2Go Dynamic High quality 8000+ items 4.4 X 2.3 X . $200 + $200
w/iPod Touch synthesized 28; 3.5 oz for the iPod
Benefits of iPod & Proloquo2Go:
• Price
Mirenda, P. (2009). Promising interventions in AAC for individuals with autism spectrum disorders. Perspectives on
• Portability
Augmentative and Alternative Communication, 18, 112-113.

16. iPod-Based SGDs

17. iPod-Based SGDs
Van der Meer et. al's (2011) study:
• Taught 2 adolescents (14 and 15 years old) and one
adult (23 years old) use of an iPod Touch with
Proloquo2Go to request preferred objects
• Single-subject AB intervention design, measuring
number of correct responses in several 5-minute
sessions
• Results showed increased number of responses across
intervention phases, and maintained across orientation
and alternating as well as follow-up phases
• Preliminary evidence supporting the use of iPod-based
SGDs for teaching basic communication skills
Van der Meer, L, Kagohara D, Achmadi D, Green V, Herrington C, Sigafoos, J. (2011). Teaching functional use of an
iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education
Technology, 26:3, 1-11.

18. Questions and Limitations
• Lack of longitudinal research
• Limited generalizability of research results
• AAC system selection and design is highly
individualized
o research not to suggest that all children can be
taught how to use all SGDs successfully
o Various individual and device characteristics
contribute to successful mastery of an AAC system
o No guarantee that the user would like to use/own the
device
Son, S, Sigafoos J, O’Reilly M, Lancioni G. (2006). Comparing two types of augmentative and alternative communication
systems for children with autism. Pediatric Rehabilitation, 9, 389-395.
Van der Meer, L, Kagohara D, Achmadi D, Green V, Herrington C, Sigafoos, J. (2011). Teaching functional use of an
iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education
Technology, 26:3, 1-11.

19. Grant Proposal
Goal 1: Assessments will be performed on a sample of children identified as candidates
for SGD intervention to determine whether if Proloquo2Go and an iPad-based device are
an appropriate treatment choice.
Goal 2: Direct service staff will demonstrate understanding and appropriate use of the
Proloquo2Go app on an iPad to assist children in requesting preferred items.
Goal 3: Children will independently navigate the Proloquo2Go app on an iPad to
communicate wants, needs and ideas.