Using Speech-Generating Devices to Improve Manding With One Icon in Children With Autism: A Systematic Review

Area of Science:

• Speech-language pathology
• Autism spectrum disorder research
• Assistive technology

Background:

• Children with autism spectrum disorder (ASD) often face communication challenges.
• Speech-generating devices (SGDs) are vital tools for augmenting communication in this population.
• Manding, or requesting, is a foundational communication skill for children with ASD.

Purpose of the Study:

• To systematically review factors influencing children's acquisition of manding using a single icon on SGDs.
• To examine participant demographics, teaching strategy effectiveness, and intervention dosage.
• To analyze the impact of these factors on manding response acquisition via Tau-U analysis.

Main Methods:

• Systematic review of 14 peer-reviewed studies on mand learning with SGDs in children with autism.
• Inclusion of studies using single-case designs and behavioral teaching procedures.
• Analysis of 42 participants' progress across least-to-most, most-to-least, and full physical prompting methods.

Main Results:

• Participant demographics were consistent with CDC statistics.
• Most-to-least and least-to-most prompting showed similar effectiveness (Tau-U scores).
• Peer mediation was recommended; a gap exists in naturally occurring settings research.

Conclusions:

• No clear relationship between treatment effectiveness and dosage was found.
• Uneven distribution of intervention methods and limited participant numbers were noted.
• Findings inform practitioners teaching manding with SGDs and guide future research for children with ASD.