研究生: |
任思華 Ren, Si-Hua |
---|---|
論文名稱: |
學齡前自閉症幼兒輔助溝通方式偏好選擇及請求技能學習探討 A Study of AAC System Preference and Acquiring of Request Skill for Preschool Children with Autism |
指導教授: |
王慧婷
Wang, Hui-Ting |
口試委員: |
吳雅萍
Wu, Ya-Ping 鄒啟蓉 Zou, Qi-Rong |
口試日期: | 2021/04/15 |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系 Department of Special Education |
論文出版年: | 2021 |
畢業學年度: | 109 |
語文別: | 中文 |
論文頁數: | 102 |
中文關鍵詞: | 溝通 、溝通系統 、輔助溝通 、輔助溝通系統 、學齡前自閉症 |
英文關鍵詞: | augmentative and alternative communication, AAC system, communication system, communicate, Autism |
研究方法: | 單一受試研究法 |
DOI URL: | http://doi.org/10.6345/NTNU202100426 |
論文種類: | 學術論文 |
相關次數: | 點閱:250 下載:6 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
目前使用輔助溝通(augmentative and alternative communication, 簡稱AAC)的現況中,存在三分之一的AAC使用者學習了輔助溝通系統後,在即使仍需要AAC系統的情況下也會放棄繼續使用AAC系統(American Speech-Language-Hearing Association ,簡稱ASHA,2018)。並且在低口語自閉症的輔助溝通介入上,也未能做到讓其能夠隨時隨地、隨心所欲地進行溝通交流。在研究中往往忽視了使用者本身的選擇偏好。
本研究旨在探討有溝通障礙的學齡前自閉症幼兒在偏好選擇系統的歷程,及在偏好選擇AAC進行系統介入後,能否習得並維持請求技能。本研究採取單一受試之多基線跨受試者設計,選取三位符合本研究條件的學齡前自閉症幼兒,採用其本身選擇之輔助溝通系統進行介入,透過量化數據的蒐集及質性觀察與訪談,分析得到結論如下
一、學齡前低口語自閉症幼兒能進行AAC系統偏好選擇;
二、學齡前低口語自閉症幼兒能以其所偏好之AAC系統習得請求技能;
三、學齡前低口語自閉症幼兒使用AAC系統後口語次數有提升;
以上自變項與依變項之間有功能關係的建立。本研究另外發現:
四、研究對象以其所偏好之AAC系統習得請求技能有類化效果;
五、研究對象AAC系統的偏好選擇歷程中,選擇之AAC系統沒有改變;
六、研究對象間各種AAC系統習得效能的差異不大,但達標前圖片兌換溝通系統(picture exchange communication system,簡稱 PECS)所需介入總次數少於語音產生裝置(Speech-generating devices ,簡稱SGD);
七、研究對象偏好選擇之AAC系統與文獻提及選擇AAC系統可能的決定因素之間具有適配性。
In the current literature of using augmentative and alternative communication (AAC), after one-third of AAC users have learned the communication system, they will discontinue to use the AAC system even if they still need AAC system (American Speech-Language-Hearing Association[ASHA], 2018). Moreover, in the autism intervention of AAC enabling individuals with autism to communicate to the extent of anytime and anywhere at will was rarely mentioned and user's choice of AAC system preference was often ignored.
The purpose of this study was to explore the progressof preschool children with autism with communication disorder in their personal selection of AAC system, and whether they can acquire and generalize request skills after choosing AAC system and receiving intervention. The study adopted a single case multiple-baseline-across-participant design.Three preschool children with autism who met the inclusion criteria participated. Through the collection of quantitative data, qualitative observation and interview of the selected AAC system intervention, the conclusions were as followed:
I. Preschool children with autism of limited verbal skills were able to select their preferred AAC system.
II. Preschool children with autism of limited verbal skills learned to use their preferred AAC system to make requests.
III. The frequency of verbal utterances of preschool children with autism of limited verbal skills had increased after the AAC system intervention.
Functional relationships were established above between the independent variable and dependent variables. This study also revealed the following findings.
IV. Three participants with autism of limited verbal skills maintianed using their preferred AAC system to make request.
V. Three participants with autism of limited verbal skills did not change their selectionof AAC system preference.
VI. Among the three participants with autism with limited verbal skills, discrepancy did not exsit in their acquisition efficiency of using different AAC systems. However, it took less trials to reach learning criteria by using picture exchange communication system than that of speech generated device communication system.
VII. The possible determinants mentioned in the AAC system selection literature matched personal selection of AAC system among the three participants with autism with limited verbal skills in this study.
(一)中文參考文獻
蔡素娟、戴浩一、陳怡君(2015)。【台灣手語線上辭典】第三版中文版.國立中正大學語言學研究所。http://tsl.ccu.edu.tw/web/browser.htm
陳明聰、Hill(2009)。利用系統化文獻分析蒐集外在實證。特殊教育季刊,111,1-7。
林靈宏、魁峰(2006)。影響消費者行為因素。 消費者行為學(頁14-27)。五南圖書出版股份有限公司。
(二)英文參考文獻
Achmadi, D., Kagohara, D. M., van der Meer, L., O'Reilly, M. F., Lancioni, G. E., Sutherland, D., Lang, R., Marschik, P. B., Green, V. A., & Sigafoos, J. (2012). Teaching advanced operation of an ipod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1258–1264. https://doi.org/10.1016/j.rasd.2012.05.005
Adkins, T., & Axelrod, S. (2001). Topography—versus selection-based responding: Comparison of mand acquisitions in each modality. The Behavior Analyst Today, 2, 259–266.
Agius, M.M., Vance, M. A. (2016). Comparison of PECS and iPad to teach rto preschoolers with autistic spectrum disorders. Augmentative Alternative Communmucation, 32(1), 58-68. doi: https://10.3109/07434618.2015.1108363
American Speech-Language-Hearing Association. (2004). Evidence-based practice in communication disorders: An introduction.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists performing videofluoroscopic swallowing studies.
American Speech-Language-Hearing Association. (2018). Facilitated communication.
American Speech-Language-Hearing Association. (2018). Scope of practice in audiology.
Beck, A., Stoner, J., Bock, S., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A Replication. Education and Training in Developmental Disabilities, 43(2), 198-216. Retrieved May 24, 2021, from http://www.jstor.org/stable/23879930
Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication(4th ed.).Paul H. Brookes.
https://jrqwq1tbn01.storage.googleapis.com/MTU5ODU3MTk2Ng==01.pdf
Bloomberg, K., Karlan, G. R., & Lloyd, L. L. (1990). The comparative translucency of initial lexical items represented in five graphic symbol systems and sets. Journal of Speech, Language, and Hearing Research, 33(4), 717-725.
Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013). Comparative efficacy of the picture exchange communication system (PECS) versus a speech-generating device: effects on social-communicative skills and speech development. Augmentative and alternative communication, 29(3), 197–209. https://doi.org/10.3109/07434618.2013.818059
Bondy, A. S., & Frost, L. A. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9(3), 1–19. https://doi.org/10.1177/108835769400900301
Bøttcher, L., Stadskleiv, K., Berntsen, T., Christensen, K., Korsfelt, Å., Kihlgren, M., & Ödman, P. (2016). Systematic cognitive monitoring of children with cerebral palsy–the development of an assessment and follow-up protocol. Scandinavian Journal of Disability Research, 18(4), 304-315.
Butler, C., & Graff, R. B. (2021). Stability of preference and reinforcing efficacy of edible, leisure, and social attention stimuli. Journal of Applied Behavior Analysis, 54(2), 684-699.
Cannella-Malone, H. I., DeBar, R. M., & Sigafoos, J. (2009). An examination of preference for augmentative and alternative communication devices with two boys with significant intellectual disabilities. Augmentative and alternative communication (Baltimore, Md. : 1985), 25(4), 262–273. https://doi.org/10.3109/07434610903384511
Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus preference assessment in a naturalistic context. Journal of applied behavior analysis, 33(3), 353–357. https://doi.org/10.1901/jaba.2000.33-353
Charlop-Christy, M.H., Carpenter, M., Le, L., LeBlanc, L.A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213–231.
doi: https://10.1901/jaba.2002.35-213.
Ciccone, F. J., Graff, R. B., & Ahearn, W. H. (2007). Long‐term stability of edible preferences in individuals with developmental disabilities. Behavioral Interventions, 22(3), 223-228.
Couper, L., van der Meer, L., Schäfer, M. C., McKenzie, E., McLay, L., O'Reilly, M. F., Lancioni, G. E., Marschik, P. B., Sigafoos, J., & Sutherland, D. (2014). Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder. Developmental neurorehabilitation, 17(2), 99–109. https://doi.org/10.3109/17518423.2013.870244
DeLeon IG, Iwata BA.(1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519-32,quiz 532-3.
Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Paul H Brookes Publishing.
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91–101. https://doi.org/10.1177/0271121412467074
Dowden, P. (1997). Augmentative and alternative communication decision making for children with severely unintelligible speech. Augmentative & Alternative Communication, 13(1), 48-59.
Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A. (1996). Integrating caregiver report with a systematic choice assessment to enhance reinforcer identification. American Journal on Mental Retardation, 101(1), 15–25.
Fisher, W., Piazza, C.C., Bowman, L.G., Hagopian, L.P., Owens, J.C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2), 491-498.
Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., et al. (2012). A comparison of communication using the Apple iPad and a picturebased communication system. Augmentative and Alternative Communication, 28, 74-84.
Ganz, J. B., Earles-Vollrath, T. L., Mason, R. A., Rispoli, M. J., Heath, A. K., & Parker, R. I. (2011). An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(4), 1500-1509.
Ganz, J. B. (2015). AAC Interventions for individuals with autism spectrum disorders: State of the science and future research directions. Augmentative and Alternative Communication, 31(3), 203-214. doi: https:// 10.3109/07434618.2015.1047532
Ganz, J., Hong, E., & Goodwyn, F. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, 973-983. https://doi.org/10.1016/j.rasd.2013.04.003
Ganz, J.B., Davis, J.L., Lund, E.M., Goodwyn, F.D., & Simpson, R.L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities, 33, 406–418. doi: https://10.1016/j.ridd.2011.09.023.
Garrett, K.L., & Lasker, J. P. (2013). Adults with Severe Aphasia and Apraxia of Speech. In D.R. Beukelman & P. Mirenda, Augmentative and Alternative Communication – Supporting Children and Adults with Complex Communication Needs, (p. 405-445). Baltimore, Maryland: Paul H. Brooks Publishing.
Goldstein H. (2002). Communication intervention for children with autism: a review of treatment efficacy. Journal of autism and developmental disorders, 32(5), 373–396. https://doi.org/10.1023/a:1020589821992
Grandin, T. (1995). How people with autism think. In Learning and cognition in autism (pp. 137-156). Springer, Boston, MA.
Green, C. E., Freeman, D., Kuipers, E., Bebbington, P., Fowler, D., Dunn, G., & Garety, P. A. (2008). Measuring ideas of persecution and social reference: the Green et al. Paranoid Thought Scales (GPTS). Psychological medicine, 38(1), 101–111. https://doi.org/10.1017/S0033291707001638
Gregory, M. K., DeLeon, I. G., & Richman, D. M. (2009). The influence of matching and motor-imitation abilities on rapid acquisition of manual signs and exchange-based communicative responses. Journal of applied behavior analysis, 42(2), 399–404. https://doi.org/10.1901/jaba.2009.42-399
Hagopian, L. P., Long, E. S., & Rush, K. S. (2004). Preference assessment procedures for individuals with developmental disabilities. Behavior modification, 28(5), 668–677. https://doi.org/10.1177/0145445503259836
Hanley, G. P., Iwata, B. A., & Roscoe, E. M. (2006). Some determinants of changes in preference over time. Journal of applied behavior analysis, 39(2), 189–202. https://doi.org/10.1901/jaba.2006.163-04
Iacono, T., & Duncum, J. (1995). Comparison of sign alone and in combination with an electronic communication devices in early language intervention: Case study. Augmentative and Alternative Communication, 11, 249-259
Johnston, S. S., Mcdonnell, A. P., Nelson, C., & Magnavito, A. (2003). Teaching functional communication skills using augmentative and alternative communication in inclusive settings. Journal of Early Intervention, 25(4), 263-280.
Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O'Reilly, M. F.,
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with functional communication. Journal of autism and developmental disorders, 31(4), 385–398. https://doi.org/10.1023/a:1010612618969
Kenzer, A. L., Bishop, M. R., Wilke, A. E., & Tarbox, J. R. (2013). Including unfamiliar stimuli in preference assessments for young children with autism. Journal of applied behavior analysis, 46(3), 689–694. https://doi.org/10.1002/jaba.56
King, M. L., Takeguchi, K., Barry, S. E., Rehfeldt, R. A., Boyer, V. E., & Mathews, T. L. (2014). Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(9), 1107-1120. https://doi.org/10.1016/j.rasd.2014.05.011
Lancioni, G. E., …Sigafoos, J. (2012). Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders, 6, 1224- 1233.
Lancioni, G. E., O'Reilly, M. F., Cuvo, A. J., Singh, N. N., Sigafoos, J., & Didden, R. (2007). PECS and VOCAs to enable students with developmental disabilities to make requests: an overview of the literature. Research in developmental disabilities, 28(5), 468–488. https://doi.org/10.1016/j.ridd.2006.06.003
Logan, K., Iacono, T., & Trembath, D. (2017). A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder, Augmentative and Alternative Communication, 33(1), 51-64.doi: https://10.1080/07434618.2016.1267795
Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2015). A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder. Journal of autism and developmental disorders, 45(12), 3792–3804. https://doi.org/10.1007/s10803-014-2314-4
Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, speech, and hearing services in schools, 48(1), 56-68.
Manwaring, S. S., Mead, D. L., Swineford, L., & Thurm, A. (2017). Modelling gesture use and early language development in autism spectrum disorder. International Journal Of Language & Communication Disorders, 52(5), 637–651. https://doi.org/10.1111/1460-6984.12308
McLay, L., van der Meer, L., Schäfer, M. C. M., Couper, L., McKenzie, E., O'Reilly, M. F., Lancioni, G. E., Marschik, P. B., Green, V. A., Sigafoos, J., & Sutherland, D. (2015). Comparing acquisition, generalization, maintenance, and preference across three AAC options in four children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27(3), 323–339. https://doi.org/10.1007/s10882-014-9417-x
McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, M. B., & Light, J. (2008). "A child needs to be given a chance to succeed": parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and alternative communication (Baltimore, Md. : 1985), 24(1), 43–55. https://doi.org/10.1080/07434610701421007
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research.
Mirenda P. (2003). Toward Functional Augmentative and Alternative Communication for Students With Autism: Manual Signs, Graphic Symbols, and Voice Output Communication Aids. Language, speech, and hearing services in schools, 34(3), 203–216. https://doi.org/10.1044/0161-1461(2003/017)
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). A systematic review of the barriers and facilitators to the provision and use of low-tech and unaided AAC systems for people with complex communication needs and their families. Disability and Rehabilitation: Assistive Technology, 14(7), 710-731.
Muharib, R., Correa, V. I., Wood, C. L., & Haughney, K. L. (2019). Effects of Functional Communication Training Using GoTalk Now iPad® Application on Challenging Behavior of Children With Autism Spectrum Disorder. Journal of Special Education Technology, 34(2), 71–79. https://doi.org/10.1177/0162643418783479
Murphy, J., Marková, I., Collins, S., & Moodie, E. (1996). AAC systems: obstacles to effective use. European journal of disorders of communication : the journal of the College of Speech and Language Therapists, London, 31(1), 31–44. https://doi.org/10.3109/13682829609033150
Nepo, K., Tincani, M., Axelrod, S., & Meszaros, L. (2017). iPod Touch® to Increase Functional Communication of Adults With Autism Spectrum Disorder and Significant Intellectual Disability. Focus on Autism & Other Developmental Disabilities, 32(3), 209–217. https://doi.org/10.1177/1088357615612752
Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of applied behavior analysis, 18(3), 249–255. https://doi.org/10.1901/jaba.1985.18-249
Porter, G., & Cafiero, J. (2009). Pragmatic Organization Dynamic Display (PODD) Communication Books: A promising practice for individuals with Autism Spectrum Disorders. Perspectives on Augmentative and Alternative Communication, 18, 121–129. doi: https://10.1044/aac18.4.121
Reichle, J., York, J., Sigafoos, J. (1991). Implementing augmentative and alternative communication. Baltimore: Paul H. Brookes.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319. doi: https://10.1007/s10803-007- 0517-7
Roane, H.S., Vollmer, T.R., Ringdahl, J.E., Marcus, B.A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis,31(4), 605-620.
Schlosser, R. W., & Blischak, D. M. (2001). Is There a Role for Speech Output in Interventions for Persons with Autism?A Review. Focus on Autism and Other Developmental Disabilities, 16(3), 170–178.
https://doi.org/10.1177/108835760101600305
Sennott, S., & Bowker, A. (2009). Autism, AAC, and proloquo2go. Perspectives on Augmentative and Alternative Communication, 18(4), 137-145.
Shillingsburg, M. A., Marya, V., Bartlett, B. L., & Thompson, T. M. (2019). Teaching mands for information using speech generating devices: A replication and extension. Journal of applied behavior analysis, 52(3), 756–771. https://doi.org/10.1002/jaba.579
Sigafoos, J., Green, V. A., Payne, D., Son, S. H., O'Reilly, M., & Lancioni, G. E. (2009). A comparison of picture exchange and speech-generating devices: Acquisition, preference, and effects on social interaction. Augmentative and Alternative Communication, 25(2), 99-109.
Sigafoos J. (2006). Self-determination: can we let the child determine the 'best' treatment? Pediatric rehabilitation, 9(1), 1–2. https://doi.org/10.1080/13638490500293341
Sigafoos, J. (1998).Choice making and personal selection strategies. In J.K. Luiselli, M. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support. Paul H. Brookes Publishing Co
Sigafoos, J., & Drasgow, E. (2001). Conditional Use of Aided and Unaided AAC: A Review and Clinical Case Demonstration. Focus on Autism and Other Developmental Disabilities, 16(3), 152–161. https://doi.org/10.1177/108835760101600303
Sigafoos, J., & Iacono, T. (1993). Selecting augmentative communication devices for persons with severe disabilities: Some factors for educational teams to consider. Australia & New Zealand Journal of Developmental Disabilities, 18(3), 133–146.
Sigafoos, J., Didden, R., & O'Reilly, M. (2003). Effects of Speech Output on Maintenance of Requesting and Frequency of Vocalizations in Three Children with Developmental Disabilities. Augmentative and alternative communication, 19(1), 37–47. https://doi.org/10.1080/0743461032000056487
Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., & Sutherland, D. (2014). Augmentative and alternative communication for individuals with autism spectrum disorder and intellectual disability. Current Developmental Disorders Reports, 1(2), 51-57.
Son, S.H., Sigafoos, J., O’Reilly, M., Lancioni, G.E. (2006). Comparing two types of augmentative and alternative communication systems for children with autism. Pediatric Rehabilitation, 9, 389-395
Stadskleiv, K., von Tetzchner, S., Batorowicz, B., van Balkom, H., Dahlgren-Sandberg, A., & Renner, G. (2014). Investigating executive functions in children with severe speech and movement disorders using structured tasks. Frontiers in psychology, 5, 992.
Standal, J. & Rudnicki, T. (2007). Fundamentals of funding an AAC device. Assistive Technology. 24-25. doi: https://10.1080/07434610701553668
Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., & Frost, L. (2009). The Picture Exchange Communication System (PECS): What Do the Data Say? Focus on Autism and Other Developmental Disabilities, 24(2), 89-103.
https://doi.org/10.1177/1088357609332743
Thunberg, G., Ahlsén, E., & Dahlgren Sandberg, A. (2007). Children with autistic spectrum disorders and speech‐generating devices: Communication in different activities at home. Clinical linguistics & phonetics, 21(6), 457-479.
Tincani, M. (2004). Comparing the Picture Exchange Communication System and sign language training for children with autism. Focus on Autism & Other Developmental Disabilities, 19(3), 152–163. https://doi.org/10.1177/10883576040190030301
Trembath, D., Iacono, T., Lyon, K., West, D., & Johnson, H. (2014). Augmentative and alternative communication supports for adults with autism spectrum disorders. Autism the International Journal of Research & Practice, 18(8), 891.
Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines. AAC: Augmentative & Alternative Communication, 27(1), 26–39.
https://doi.org/10.3109/07434618.2010.546810
Tucker, M., Sigafoos, J., & Bushell, H. (1998). Use of noncontingent reinforcement in the treatment of challenging behavior: A review and clinical guide. Behavior Modification, 22(4), 529–547. https://doi.org/10.1177/01454455980224005
van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., ... & Rispoli, M. (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.
van der Meer, L., Kagohara, D., Achmadi, D., O'Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in developmental disabilities, 33(5), 1658–1669. https://doi.org/10.1016/j.ridd.2012.04.004
van der Meer, L., Kagohara, D., Roche, L., Sutherland, D., Balandin, S., Green, V. A., O'Reilly, M. F., Lancioni, G. E., Marschik, P. B., & Sigafoos, J. (2013). Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options. Augmentative and alternative communication, 29(3), 222–234. https://doi.org/10.3109/07434618.2013.815801
van der Meer, L., Sigafoos, J., O'Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: a review of the literature. Research in developmental disabilities, 32(5), 1422–1431. https://doi.org/10.1016/j.ridd.2011.02.003
van der Meer, L., Sutherland, D., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1247-1257.
van der Meer, L.A ., Didden, R., Sutherland, D., O'Reilly, M., Lancioni, G., & Sigafoos, J. (2012). Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental & Physical Disabilities, 24(5), 451-468. doi: https://10.1007/s10882-012-9283-3
Verriden, A. L., & Roscoe, E. M. (2016). A comparison of preference-assessment methods. Journal of applied behavior analysis, 49(2), 265–285. https://doi.org/10.1002/jaba.302
Winborn, L., Wacker, D. P., Richman, D. M., Asmus, J., & Geier, D. (2002). Assessment of mand selection for functional communication training packages. Journal of applied behavior analysis, 35(3), 295–298. https://doi.org/10.1901/jaba.2002.35-295
Zangari, C., & Kangas, K. (1997). Intervention principles and procedures. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 235–253). Boston, MA: Allyn & Bacon.