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Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A

Natalie S Pak¹, Kathryn M Bailey¹, Jennifer R Ledford¹

¹Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN.

American Journal of Speech-Language Pathology

|February 22, 2023

Summary

This summary is machine-generated.

Children with complex communication needs may request equally well using speech-generating devices (SGDs) or picture exchange systems. Individual preferences influence learning success with augmentative and alternative communication (AAC) modes.

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Area of Science:

Augmentative and Alternative Communication (AAC)
Developmental Psychology
Speech-Language Pathology

Background:

Optimal augmentative and alternative communication (AAC) systems for children with complex communication needs are influenced by child characteristics, preferences, and system features.
This meta-analysis synthesizes single-case design studies comparing young children's communication skill acquisition using speech-generating devices (SGDs) and other AAC modes.

Approach:

A systematic literature search identified 19 single-case experimental design studies with 66 participants (mean age = 4.9 years).
Data on study details, rigor, participant characteristics, design, and outcomes were coded.
Random-effects multilevel meta-analysis was performed using log response ratios as effect sizes.

Key Points:

No significant differences were found between SGDs and picture exchange for children learning to request.
Children showed preferences for and learned to request more successfully with SGDs compared to manual sign.
Children preferring picture exchange learned to request more easily with it than with SGDs.

Conclusions:

Young children with disabilities can request effectively using either SGDs or picture exchange systems in structured settings.
Further research is needed to compare AAC modes across diverse participants, communication functions, linguistic complexity, and learning contexts.