Communication interventions involving speech-generating devices for children with autism: A review of the literature

OBJECTIVE: The current review synthesizes communication intervention studies that involved the use of speech-generating devices (SGD) for children with autism. METHODS: Twenty-three studies were identified that met the inclusion criteria following systematic searches of electronic databases, journals and reference lists. Studies were evaluated in terms of: (a) participants, (b) setting, (c) mode of communication, (d) communication skill(s) taught to the participant, (e) intervention procedures, (f) outcomes, (g) follow-up and generalization, (h) reliability and treatment integrity and (i) design and certainty of evidence. RESULTS: Intervention, most commonly targeting requesting skills, was provided to a total of 51 children aged 3-16 years. Intervention strategies followed two main approaches: operant/behavioural techniques and naturalistic teaching procedures. Positive outcomes were reported for 86% of the studies and 78% of the studies were categorized as providing conclusive evidence. CONCLUSION: The literature base suggests that SGDs are viable communication options for children with autism. However, several areas warrant future research.