Ashley Fajkus, Elizabeth Whitaker, & Macey Evans

December 6, 2015
SPED 414
Voice Output Communication Aids and Students with Autism

Reference Purpose Participants Settings Outcome Intervention or Results Implications for

(APA Format) Variable(s) Procedure Teachers
*what they are
measuring*

Mirenda, P., Wilk, The purpose of this This study The setting of this This study was Researchers pulled The results of this There are laws in
D., & Carson, P. study was to conduct a involved 170 study was not measuring to data from SET-BC article state that: place mandating
(2000). A retrospective analysis students identified identified; This was see the effects using FileMaker Pro. 1. VOCA and school districts to
Retrospective of students in the with Autism in a collection of data of a VOCA Information gathered computer software use assistive
Analysis of SET-BC database with British Columbia to show the effects used with was based on programs appear technology
Technology Use students who had over a five year of VOCA over a students with students who: met the to be very services in
Patterns of Autism who received period. five year time span. Autism and for criteria for having successful in the schools. It is
Students with technology services what goal it Autism/Autism support of imperative that
Autism over a over a five year was used to Spectrum Disorder; education of teachers are
Five-Year Period. period. reach. demographics based students with aware of this. It
Journal Of on age, gender, Autism (writing, is also important
Special Education Questions asked: school, cognitive and expressive that teachers are
Technology, 1. Who were the communication communication, aware of answers
15(3), 5-16. students who abilities with social interaction) to the questions
technology was educational goals raised by studies
provided to? based on technology 2. It appears to such as this.
2. What did they (Mirenda & have better
receive? Carson):annual outcomes when
3. What were the follow ups about how implemented early
students profiles? the technology was (5-11)
4. For which used by the student in
educational goals was the school year. 3. The success of
technology used? VOCA use did not
5. How successful was appear to be
it? related to the
students speech
ability prior to
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
receiving the
VOCA

4. Cognitive
abilities did not
seem to be a
factor in the
success of VOCA
use

Schlosser, R. W., The purpose of this The participants of The setting not This study was The procedure of this This study found Communication
& Blischak, D. M. study was to combine this study were 17 given; this was a measuring study was to combine that 13 of the 17 aids can come in
(2001). Is There a research and theory to nonspeaking combination of speech output research of the use of children included different types:
Role for Speech show the use of children with seven studies as the communication aids in this combine pictures, text,
Output in speech output and Autism. showing the use of independent with students with research showed voiced. The
Interventions for determine its benefits speech output. variable. Autism through positive changes children in this
Persons with of use for people with database discoveries and enjoyment study had
Autism? A Autism. to compare with gains while using different types of
Review. Focus On findings from each a speech output communication
Autism And Other the benefits of using device. aids, and 13 of
Developmental speech outputs. The the 17 (regardless
Disabilities, 16(3), search criteria of the type used)
170-78. included studies in showed positive
which the students changes.
had Autism and had Communication
little to no speech. aids can be
Speech output also extremely helpful
needed to be in the classroom,
involved as part of and home, and in
their intervention. the community
The last criteria was and creates
that the effectiveness positive changes
of the intervention in the lives of
needed to be students who use
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
documented through them. Know
a group study, a case what is
study, or a single accessible for
subject experimental students to use.
design.

Olive, M. L., The purpose of this The participant in The setting of this Changes in Kerri was observed Together, the use VOCA and FCT
Lang, R. B., & study was to examine this study was study was Kerris Kerris and tested for data of VOCA and the can work
Davis, T. N. the effects of FCT and Kerri; a four year home, implemented language observation for target implementation of together hand in
(2008). An VOCA on the old girl with by her mother. development behaviors. Kerris FCT helped hand when
Analysis of the language development Autism Spectrum and mother would state decrease Kerris working with
Effects of and challenging Disorder. challenging that she was going to challenging students who
Functional behaviors on a behaviors do something, get up, behaviors and have challenging
Communication specific child and see what Kerris helped increase behaviors paired
and a Voice reaction was using her attention with lower
Output the VOCA. The next getting requests. language
Communication phase of observation development/
Aid for a Child included Kerris speech problems.
with Autism mother stating that Know how to test
Spectrum she was going to do the success of
Disorder. something, and to these by using
Research In press the button if trials with the
Autism Spectrum she needed student at school
Disorders, 2(2), something. The final as well as at
223-236. stage, her mother no home with the
longer stated if you parent.
need me. During the
VOCA use when
FCT was used as
well, challenging
behaviors instantly
decreased. When the
VOCA was not used
and only FCT was
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
implemented, no
challenging
behaviors were
noticed.

Sigafoos, J., The purpose of this This study The settings for The research of The procedure began When the VOCA Students will
O'Reilly, M., study was to show the included 3 non- each student were: this study was by the trainer or was placed within encounter a time
Seely-York, S., & effects of teaching a verbal individuals Megan: Conducted measuring the reliability observer reach, each when their
Edrisinha, C. nonverbal student to with Autism during her morning finding of the placing the VOCA student in this VOCA may not
(2004). Teaching request their VOCA Spectrum break time in an location of the within reach to the study correctly be handy. It is
Students with when it is not directly Disorder. office at a training students student, then asking selected the imperative to
Developmental with them. center VOCA. them a question that response wanted teach students
Disabilities to Megan, 20 required a response each time. When what to do when
Locate Their AAC Jason, 16 Jason: Conducted using the VOCA. the VOCA was this happens.
Device. Research Ryan, 12 at a table in his Next, the trainer or moved away, no Students need to
In Developmental classroom during response observer student was able advocate for
Disabilities: A his morning snack would place the to select the themselves in a
Multidisciplinary VOCA in a place that correct response, time such as this,
Journal, 25(4), Ryan: Was at the the student could not or did not respond where their
371-383. same school as see. He or she would at all. voice is not
Jason and his then wait up to 30 with them. If
training was also seconds for a they can
conducted during response to their communicate that
the morning snack question, and if no they need their
response had been VOCA, then the
solicited, the trainer student will be
or response observer able to
would place it within communicate
visibility for them with those
and ask the question around them.
again. This is a strategy
that will need to
be taught
multiple times
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
and worked
towards
achieving as a
goal with
students.

The purpose of this The study All testing and The study is The study began by It was found that This study lead
study was to consisted of 2 intervention aiming to administering improvements in to showing how
investigate the effects children under 6 sessions were measure the preference the students VOCAs can be
of introducing voice years of age completed in an improvements assessments and speech used for making
output communication diagnosed with adjoining room to in speech pretests to the comprehension needs and wants
aids for expressive severe cognitive the childrens communication children. The occurred through known for
Brady, N. C. and receptive disabilities. school classroom. and assessments were the use of students with
(2000). Improved communication. Teaching and comprehension completed to VOCAs. It was autism and other
comprehension of Improvement on Amy- 5 years old, testing occurred through the use determine activities noted that cognitive
object names comprehension of diagnosed outside the of a VOCA. that the children multiple sessions disabilities. This
following voice expressive primarily with classroom because would enjoy and were required for study also honed
output communication was autism. of other disruptions want to complete for success in in on the
communication also heavily studied. Receptive that were able to be administration of the learning symbols importance for
aid use: Two case language: heard from the actual test later on. for making needs preferential
studies. AAC: 9 months other students; Preferred activities known through assessments to be
Augmentative And equivalent disruptions that for Peter were the use of a performed in
Alternative Expressive mightve been too determined to be VOCA. order for positive
Communication, language: noisy to hear the music on a tape reinforcements to
16(3), 197-204. 20 months VOCA by the child player and picture be determined
doi:10.1080/0743 equivalent being tested. creation via glitter and success in
461001233127905 Peter- 5 years, 11 and glue. Amys the classroom on
4 months, diagnosed activities were the students
with severe determined to include part.
language delays snack making with
and other cognitive colored sugar and
areas due to a graham crackers and
traumatic brain picture creation via
injury from glitter and glue.
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
whenever he was 3 After the
years old preassessment phase,
Receptive VOCA instruction
language: occurred to educate
16 months Amy and Peter how
equivalent to select targeted
Expressive vocabulary words (6
language: words in total). The
20 months, experimenter would
according announce a word that
to both the the student would be
REEL-2 identifying and show
and the a physical object of
Preschool what that word
Language looked like. The
Scale and student would then
16 months, be instructed to
according choose the correct
to the symbol on the VOCA
SICD when directed to do
(Brady, so. Comprehension
2000) probes, such as
show me ___ when
given a directive,
were used throughout
entire instructional
period.

Bellon-Harn, M. The purpose of this The study centered The specific The study has The scaffolding The student This program
L., & Harn, W. E. study centered around around a 6 year old location of where an ending goal interventions were overall showed an showed that
(2008). investigating girl who had been this study took of the student presented to the improvement in introduction to
Scaffolding scaffolding strategies diagnosed with place was having the student through the responses to VOCA use to
strategies during during storybook developmental unidentified. The ability to use of storybooks. questioning about students with
repeated reading through the delays in gross- article did hone in respond to The student would storybooks limited cognitive
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
storybook reading: use of voice motor, fine- motor, on how the scaffolding have a storybook through the use of abilities can have
An extension augmentation devices language, social, storybook and strategies and read to her and have her VOCA during positive
using a voice for children with and self-help VOCA selections questions three scaffolding all 5 storybook outcomes.
output limited to severe skills; all that can were made; 5 presented by strategies readings. The VOCAs give a
communication speech abilities. be often seen in books with a the instructor implemented overall number of voice to those
aid. Focus On those with autism. common sequence through the use throughout reading responses given who might not
Autism And Other She met criteria for and limited text and of her VOCA. time; wh-questions, through the otherwise have
Developmental legal blindness as a device that could modeling, and VOCA were that ability.
Disabilities, 23(2), well. It is also be easily ask expansions. Wh- greater than the VOCAs can be
112-124. important to note questions to the questions were asked number of beneficial in
doi:10.1177/1088 with this experimenter and to have a specific responses given contexts beyond
357608316606 participant that she be programmed to answer given by the when the VOCA just making
was born input pictures from student; such as was taken out of needs known,
prematurely and the storybooks. What does the giant the picture. The such as reading
received want? The giant VOCA gave the and story
inappropriate wants bread. student a voice instruction as
nourishment and (Bellon-Harn & since she shown through
caring for from Ham, 2008). possesses limited this study.
infancy until 16 Modeling was used verbal speech
months of age to provide a correct abilities. The
when she was response to or repeat introduction of the
adopted. a phrase given. VOCA device
Expansion was cued provides light that
through the clinician there may be more
questioning, the potential
student giving a one opportunities for
worded answer, the scaffolding
clinician giving a interactions.
more expanded
response, and then
repeating the
question with the
intention of the
student providing the
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
expanded response.
All of these
interactions and
responses given by
the student were
through VOCA use.

Sigafoos, J., The study was The study centered This investigation The study has To begin, preference It was found that From the results
Drasgow, E., performed to around two occurred in the an ending goal assessments were the students were shown in the
Halle, J. W., investigate whether to students with private school, of teaching two completed to identify successful 80- study, VOCAs
O'Reilly, M., or not to use VOCAs developmental self- contained students with preferred foods that 100% of the time should be looked
Seely-York, S., as a communicative disabilities. classroom that the autism to the examiners could by the end of the at as an
Edrisinha, C., & repair strategy for students attended. repair use as positive intervention alternative to
Andrews, A. students with Jason- 16 years The sessions for communication reinforcements after ending in being voice
(2004). Teaching developmental old, diagnosed sessions were losses by using evoked responses able to use VOCA communication
VOCA Use as a disabilities that rely with PDD/ NOS conducted at a table VOCAs as an given through the as a reparative for our students
Communicative most solely on pre- and mental in the classroom alternative to VOCA. Data was strategy to speech with disabilities
Repair Strategy. linguistic behaviors retardation with that fell in line with communicating collected during the 5 loss. The students that have limited
Journal Of Autism pervasive support preset routines by . minute allotted would often have speech. Future
And needs, nonverbal the cooperating sessions each week to be prompted to research from
Developmental communicating teachers. during intervention a certain extent to this study would
Disorders, 34(4), mainly through study. A tray of be reminded of need to be further
411-422. facial expressions, desired food were what needed to completed
doi:10.1023/B:JA gestures, and signs placed in front of the happen to receive because of
DD.0000037417.0 student and the reinforcement. It limitations in this
4356.9c Megan- 20 years student had to use the was stated that study (ie. # of
old, diagnosed VOCA to provide an VOCAs should be participants,
with autism, oral directive of looked at overall small data
mental retardation, wants in order to gain as one of several amounts, social
and severe reinforcer (food); options for validity lack
bilateral hearing directives I want addressing thereof). VOCA
loss, no speech but more was the oral communicative interventions
does occasionally wording that the breakdowns though do lead
whine/ hum, VOCA would (Sigafoos et. al, way to teaching
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
communicating produce when 2004). students to
mainly through pressed by student. communicate and
informal gestures gain away from
and hand guiding prelinguistic
of adults initiations as the
***though Megan only form of
does fall beyond communication.
the age range set
for our
investigation, the
results found about
Jason were worth
including thus
the findings about
Megan were
looked at, but not a
deciding factor on
implications and
findings from this
search***

Mirenda, P. To summarize existing This article did not This article did not Too see Studies were 1.When working From all the
(2003). Toward research and how to have one set of have an identified whether performed to with either total results of the
Functional further research participants. The setting. The article unaided or compare aided and communication or studies, it is
Augmentative and pertaining to the article provides provides aided forms of unaided total aided AAC, there apparent that
Alternative following two information on information on AACs are communication. The is inconsistency in deciding which
Communication questions: augmentative and augmentative and preferable for different AAC internal validity AAC
for Students with What type of alternative alternative those with techniques included among the intervention to
Autism: Manual augmentative and communication communication Autism. Also, in the article were different studies. perform is
Signs, Graphic alternative from multiple from multiple whether or not total communication, Autistic people complex. Each
Symbols, and communication studies. studies. VOCAs have manual signing, and with sound fine intervention
Voice Output (AAC) types is been effective VOCAs. motor skills are chosen will be
Communication preferred? when working most likely to individualized
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
Aids. Language, What type of with those with benefit from total towards the
Speech, And information do we Autism. communication. student. There is
Hearing Services know about voice However, there a wide variety of
In Schools, 34(3), output communication are not necessarilyresearch that
203-16. aids for autistic skills required fordoes and does
people? aided AACs. not support
different
2.Not many techniques. That
research studies being said, the
have been AAC technique
performed to that is chosen
compare the use will depend on
of manual signs as the needs for
compared to aided each student with
AAC approaches Autism.
with autistic
people. The
results show
mixed results of
which one is more
effective.

3. When
comparing aided
techniques and
manual signing on
the
communication
partners of those
with autism, the
aided techniques
show more
advantages. More
research needs to
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
be performed on
what types of
techniques will
elicit functional
communication.

Mulholland, R., To examine the The study included The setting took The study was Team Up With Timo Four out of the This program
Pete, A. M., & influence that Team five male students place in a Learning measuring the is a program that five students that provided children
Popeson, J. Up With Timo aging from 5 to 9. and Language effect of Team provides vocabulary participated with practice in
(2008). Using (animated software The students were Disabilities class. Up With Timo words and pictures showed positive their vocabulary
Animated program) had on enrolled in a The Team Up With on a students given by an animated effects as a result in daily life
Language students language Learning and Timo computer language tutor - Timo. Timo of Team Up with activities.
Software with abilities in a self- Language software program abilities. speaks, gives Timo. It can be Programs like
Children contained Learning Disabilities class. was administered to encouragement, and concluded that these are
Diagnosed with and Language Three of these each participant directions to student this software beneficial in that
Autism Spectrum Disabilities class. students were one on one, three as they work through program helped they help
Disorders. identified with times a week for their spoken students with their students in their
TEACHING Autism, two were four months. vocabulary. identified speech that
Exceptional non-verbal, two Team Up With Timo vocabulary, occurs in daily
Children Plus, were verbal, and was proctored to the increasing their life situations.
4(6), one had emerging five participants, expressive and
language. three times a week receptive
for four months. The vocabulary.
program was
designed to lead the
students through the
lesson, instructing the
student on what to
complete. The data
was taken each week
and used to identify
the progress each
student made.
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
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Strasberger, S. To examine the effects Parker is an eight The setting took The study was Proloquo2go is an Proloquo2go and Apps like
(2014). Effects of of PACA (peer year old white place in two measuring the iPod program that PACA training Proloquo2go can
peer assisted assisted male. He has been different school effects of contains thousands of increased the be effective when
communication communication identified on the buildings. Parker, PACA training different vocabulary communication working with
application application) training autism spectrum Kyle, and Thomas and words with pictures skills amongst autistic students
training on the and Proloque2go on along with having were enrolled in Proloque2go. that students can each participant, in that they
communicative the communication a cognitive school at the first manipulate to make but at different provide more
and social and social skills of impairment. building that was phrases. The levels. communication
behaviors of those with Autism. Kyle is a twelve specialized for participants would practice. Also,
children with year old white children with use the app by having students
autism. male. He has been moderate and touching the picture assist those with
Dissertation identified on the severe disabilities. or holding down on autism can be
Abstracts autism spectrum. The sessions of the icon, activating effective in that
International Thomas is a nine treatment took the speech output. students are
Section A, 74, year old white place in the speech- getting to learn
male. He has been language PACA training from someone
identified on the pathologists room. requires different other than the
autism spectrum. The second school sessions in which the teacher.
Juan is a five year building was for peer participant is
old Guatemalan students with and teaching the Autistic
male. He has been without disabilities student how to use
identified on the where Juan was the Proloquo2go
autism spectrum. enrolled. All the application. There
Ziggy is an 8 year studies took place were three different
old white male. He in the sensory room phases ( IV, V, and
is the son of one of of the early child Vi phase). In order to
the teachers in the special education move to each phase,
same district as the room. the Autistic student
study. had to perform the
Ester is a 13 year desired task, getting
old white female. at least 80%
She is the daughter accuracy.
of one of the
teachers in the
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
same district as the
study.
Marilyn is a 9
year old white
female. She is the
daughter of one the
teachers in the
same district as the
study.
Lyla is a 12 year
old white female.
She is the daughter
of one of the
teachers in the
same district as the
study.
Eden is a seven
year old
Guatemalan
female. She is the
daughter of one of
the teachers in the
same district as the
study.

Olive, M. L., de la The purpose of this Mickey is a The study took The study was Enhanced milieu All three The use of
Cruz, B., Davis, study was to see the Caucasian three place during five measuring the teaching (EMT) is participants VOCAs in the
T. N., Chan, J. M., effects of voice output year old boy. He minute play effects of voice combining strategies showed an classroom is
Lang, R. B., communication aids has been sessions in the output from the interactive increase in VOCA effective, but
O'Reilly, M. F., & paired with enhanced diagnosed with participants communication model and milieu use. All children training would be
Dickson, S. M. milieu teaching on PDD-NOS. Before classroom. aids when teaching intervention also showed an beneficial in
(2007). The children with autism. the study he did paired with approaches. increase in total order to know
effects of not speak. enhanced The intervention of use of an how to fully
enhanced milieu Terrence is a milieu VOCAs and independent operate the
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
teaching and a Caucasian five teaching. enhanced milieu VOCA, verbal technology.
voice output year old. He was teaching was communication, While VOCAs
communication diagnosed with implemented over and gesture. have been seen to
aid on the autism. Before the four days during the be effective,
requesting of three study he did not participants five 1.Using VOCAs there needs to be
children with speak. minute play sessions. paired with EMT more research as
autism. Journal Of Rocky is a four can be proven to to whether or not
Autism And year old Caucasian be effective when they are effective
Developmental boy. He was working with for young
Disorders, 37(8), diagnosed with autistic students. students.
1505-1513. autism. Before the
doi:10.1007/s1080 study, Rocky did 2.VOCAs can
3-006-0243-6 not speak or greatly improve
vocalize. the
communication
for students with
autism.
 Ashley Fajkus, Elizabeth Whitaker, & Macey Evans
December 6, 2015
SPED 414
How the articles were assigned:
Macey-
A retrospective analysis of technology use patterns of students with autism over a five year period

Is there a role for speech output in interventions for persons with autism? a review

An analysis of the effects of functional communication and a voice output communication aid for a child with autism spectrum
disorder

Teaching students with developmental disabilities to locate their AAC device

Elizabeth-
Toward Functional Augmentative and Alternative Communications for Students with Autism: Manual signs, graphic symbols,
and voice output communication aids

Using animated language software with children diagnosed with autism spectrum disorders

Effects of peer assisted communication application training on the communicative and social behaviors of children with autism

The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism

Ashley-
Improved comprehension of object names following voice output communication aid use: two case studies

Scaffolding strategies during repeated storybook reading: an extension using a voice output communication aid

Teaching VOCA use as a communicative repair strategy