(2013) investigated a PE method with Proloquo2Go. They related that manding was more evident with four out of five participants who used the SGD but suggested that success varies across children with ASD. ( 2013) investigated a PE method with Proloquo2Go. There exist a few studies comparing a PE method (not PECS) with an SGD for individuals with ASD or other DDs. ( 2012) targeted communication and obtained mixed results: There were no large differences in responding from one AAC device to the other. Participants learned PECS more quickly, although an increase in communication was seen in both methods. There appeared little differences in responding between the PECS and SGD conditions.īeck, Stoner, Bock, and Parton ( 2008) compared PECS with GoTalk for students with ASD or DDs. Likewise, Cummings, Car, and LeBlanc ( 2012) found inconclusive results when comparing PECS to the SGD, Logan ProxTalker. There appeared to be no evident communicative increases across participants, regardless of treatment conditions. Similarly, Boesch, Wendt, Subramanian, and Hsu ( 2013) compared PECS with Logan ProxTalker and shared mixed results. Agius and Vance ( 2013) used PECS and the app SoundingBoard to increase manding for preschoolers with ASD. Research comparing the effectiveness of PECS and SGDs with individuals with ASD and DDs is emerging but limited. The potential for more sophisticated communication could make the use of PECS more popular and potentially successful.
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A learner who progresses through all six can be expected to spontaneously make specific requests (e.g., “I want two blue mints.”). Behaviors to achieve increasingly more communicative independence are present in each of the PECS phases. Another appeal of PECS is the systematic instruction across six phases targeting spontaneous communication (Bondy & Frost, 1994). The physical exchange of the icon may have the desired concrete appeal in a structured prompt sequence for a learner with ASD (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002). Furthermore, an SGD’s voice-output feedback may be an additional variable that enables successful use to be possible (Couper et al., 2014).Ĭonversely, there exist various potential reasons for the popularity of PECS. Additionally, Burckley, Tincani, and Guld Fisher ( 2015) related stakeholders’ ease of use with iPad apps. More familiarity could promote more comparative gains against a nonfamiliar method. SGDs are mainly accessible through an iPad or tablet, and Clark, Austin, and Craike ( 2015) reported that parents of children with ASD used iPads for various leisure activities for an average of 4.6 out of 5 days. There exist various potential reasons for the popularity of SGDs over other augmentative and alternative communication (AAC) devices for people with disabilities.
#HILL ON PROLOQUO MANUAL#
( 2015) found similar acquisition rates, but 12 of 13 participants with ASD consistently chose an SGD over manual signs or picture exchange (PE) methods for communication.
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When the iPad’s pictures are touched, Proloquo2Go provides text-to-speech audio. A popular speech-generating device (SGD) app that has been used on iPads targeting manding is Proloquo2Go (Hill & Flores, 2014 Krek, 2015 Lorah et al., 2013). The Picture Exchange Communication System (PECS) is an augmentative communication system for individuals who have difficulty acquiring vocal language and has been widely implemented with populations with ASD and DD (Bondy, 2012 Landa & Hanley, 2016 Paden, Kodak, Fisher, Gawley-Bullington, & Bouxsein, 2012 Schreibman & Stahmer, 2014). Numerous empirically validated methods are available to increase communication for individuals with autism spectrum disorder (ASD) and other developmental disabilities (DDs).