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Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation: Group and Single-Case Design.

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Title: Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation: Group and Single-Case Design.
Authors: Reichle, Joe1, Pustejovsky, James E.2, Vannest, Kimberly J.3, Foster, Margaret4, Pierson, Lauren M.5, Wattanawongwan, Sanikan6 swattanawongwan@tamu.edu, Man Chen2, Fuller, Marcus C.7, Haas, April N.8, Bhat, Bethany H.9, Sallese, Mary Rose10, Smith, S. D.11, Yllades, Valeria12, Rodriguez, Daira6, Yoro, Amara6, Ganz, J. B.6
Source: American Journal of Speech-Language Pathology. Jul2023, Vol. 32 Issue 4, p1734-1757. 24p.
Subject Terms: *Developmental disabilities, *Human services programs, *Language acquisition, *Autism, *Communication devices for people with disabilities, *Intellectual disabilities, Psychology information storage & retrieval systems, Facilitated communication, Systematic reviews
Abstract: Purpose: This article provides a systematic review and analysis of group and single-case studies addressing augmentative and alternative communication (AAC) intervention with school-aged persons having autism spectrum disorder (ASD) and/or intellectual/developmental disabilities resulting in complex communication needs (CCNs). Specifically, we examined participant characteristics in group-design studies reporting AAC intervention outcomes and how these compared to those reported in single-case experimental designs (SCEDs). In addition, we compared the status of intervention features reported in group and SCED studies with respect to instructional strategies utilized. Participants: Participants included school-aged individuals with CCNs who also experienced ASD or ASD with an intellectual delay who utilized aided or unaided AAC. Method: A systematic review using descriptive statistics and effect sizes was implemented. Results: Findings revealed that participant features such as race, ethnicity, and home language continue to be underreported in both SCED and group-design studies. Participants in SCED investigations more frequently used multiple communication modes when compared to participants in group studies. The status of pivotal skills such as imitation was sparsely reported in both types of studies. With respect to instructional features, group-design studies were more apt to utilize clinical rather than educational or home settings when compared with SCED studies. In addition, SCED studies were more apt to utilize instructional methods that closely adhered to instructional features more typically characterized as being associated with behavioral approaches. Conclusion: The authors discuss future research needs, practice implications, and a more detailed specification of treatment intensity parameters for future research. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation: Group and Single-Case Design.
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  Data: <searchLink fieldCode="AR" term="%22Reichle%2C+Joe%22">Reichle, Joe</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pustejovsky%2C+James+E%2E%22">Pustejovsky, James E.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Vannest%2C+Kimberly+J%2E%22">Vannest, Kimberly J.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Foster%2C+Margaret%22">Foster, Margaret</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Pierson%2C+Lauren+M%2E%22">Pierson, Lauren M.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Wattanawongwan%2C+Sanikan%22">Wattanawongwan, Sanikan</searchLink><relatesTo>6</relatesTo><i> swattanawongwan@tamu.edu</i><br /><searchLink fieldCode="AR" term="%22Man+Chen%22">Man Chen</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fuller%2C+Marcus+C%2E%22">Fuller, Marcus C.</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Haas%2C+April+N%2E%22">Haas, April N.</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Bhat%2C+Bethany+H%2E%22">Bhat, Bethany H.</searchLink><relatesTo>9</relatesTo><br /><searchLink fieldCode="AR" term="%22Sallese%2C+Mary+Rose%22">Sallese, Mary Rose</searchLink><relatesTo>10</relatesTo><br /><searchLink fieldCode="AR" term="%22Smith%2C+S%2E+D%2E%22">Smith, S. D.</searchLink><relatesTo>11</relatesTo><br /><searchLink fieldCode="AR" term="%22Yllades%2C+Valeria%22">Yllades, Valeria</searchLink><relatesTo>12</relatesTo><br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Daira%22">Rodriguez, Daira</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Yoro%2C+Amara%22">Yoro, Amara</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Ganz%2C+J%2E+B%2E%22">Ganz, J. B.</searchLink><relatesTo>6</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Jul2023, Vol. 32 Issue 4, p1734-1757. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+devices+for+people+with+disabilities%22">Communication devices for people with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitated+communication%22">Facilitated communication</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This article provides a systematic review and analysis of group and single-case studies addressing augmentative and alternative communication (AAC) intervention with school-aged persons having autism spectrum disorder (ASD) and/or intellectual/developmental disabilities resulting in complex communication needs (CCNs). Specifically, we examined participant characteristics in group-design studies reporting AAC intervention outcomes and how these compared to those reported in single-case experimental designs (SCEDs). In addition, we compared the status of intervention features reported in group and SCED studies with respect to instructional strategies utilized. Participants: Participants included school-aged individuals with CCNs who also experienced ASD or ASD with an intellectual delay who utilized aided or unaided AAC. Method: A systematic review using descriptive statistics and effect sizes was implemented. Results: Findings revealed that participant features such as race, ethnicity, and home language continue to be underreported in both SCED and group-design studies. Participants in SCED investigations more frequently used multiple communication modes when compared to participants in group studies. The status of pivotal skills such as imitation was sparsely reported in both types of studies. With respect to instructional features, group-design studies were more apt to utilize clinical rather than educational or home settings when compared with SCED studies. In addition, SCED studies were more apt to utilize instructional methods that closely adhered to instructional features more typically characterized as being associated with behavioral approaches. Conclusion: The authors discuss future research needs, practice implications, and a more detailed specification of treatment intensity parameters for future research. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164802923
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      – SubjectFull: Language acquisition
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