Abstract
Background We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cognitive disability. The intervention program was created based on their social and communication needs in school. Two operating interfaces were designed and compared: the Hierarchical Relating Menu and the Pie Abbreviation-Expansion Menu.Methods The experiment used the ABCACB multiple-treatment reversal design. The test items included: (1) accuracy of operating identification; (2) interface operation in response to questions; (3) degree of independent completion. Each of these three items improved with both intervention interfaces.ResultsThe children were able to operate the interfaces skillfully and respond to questions accurately, which evidenced the effectiveness of the interfaces.ConclusionsWe conclude that both interfaces are efficacious enough to help nonverbal children with ASD at different levels.
Highlights
We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cogni‐ tive disability
This study considered the social and communication needs in school, and designed the Hierarchical Relating Menu (HRM) and Pie Abbreviation-Expansion
For the first intervention stage, a Kruskal–Wallis H test was done to assess the effectiveness of the HRM and Pie Abbreviation-Expansion Menu (PAEM) on speech-generating devices (SGDs) models, and to assess the improvement in communication and interaction behaviors in the two stages (Sigafoos et al 2011)
Summary
We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cogni‐ tive disability. Non-verbal ability in association with autism spectrum disorder (ASD) disables the patients expressing basic wants and needs, making communication very difficult. Among the AAC systems, speech-generating devices (SGDs) [ known as voice output communication aids (VOCAs)] are a type of electronic aids that can support or replace language and writing by indicating images or sounds. Flores et al (2012) reported that SGD and iPad interactive game could enhance social interaction and promote cognitive development and communication behavior among peers.
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