Staff View
The effects of speech output technology on skill acquisition in children with Autism Spectrum Disorder

Descriptive

TitleInfo
Title
The effects of speech output technology on skill acquisition in children with Autism Spectrum Disorder
SubTitle
a preliminary investigation
Name (type = personal)
NamePart (type = family)
Torres-Viso
NamePart (type = given)
Mariana
DisplayForm
Mariana Torres-Viso
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Sloman
NamePart (type = given)
Kimberly
DisplayForm
Kimberly Sloman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Harris
NamePart (type = given)
Sandra
DisplayForm
Sandra Harris
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Previous research on the use of voice output communication aids (VOCAs) has found a number of positive effects on the behavior of both the VOCA user and their communicative partners. Among these outcomes, studies have found that incorporating speech output into language learning tasks may result in faster and more efficient learning for adults with disabilities (e.g., Kohl & Schlosser, 2005; Schlosser et al, 1998). However, these studies have been conducted with adult participants, thus the effects of VOCA on the learning of graphic symbols in children are still unknown. Furthermore, the relationship between speech output and skill acquisition has not yet been evaluated for individuals with autism spectrum disorders (ASD). The present study aimed to assess whether previous findings on the effects of VOCA on learning could extend to school-aged children with ASD. This study employed a single-case, multielement design with multiple baseline probes to evaluate differences in teaching with speech output (SO condition) versus no speech output (NSO condition) across three sets of stimuli for Alan, a 12-year-old male with ASD. Results showed that higher rates of correct responding and lower rates of errors for targets were obtained in the SO condition. Furthermore, Alan met mastery criteria with SO targets in approximately half the number of sessions required for mastery of NSO targets across tiers, indicating higher efficiency in the SO sessions. Findings from this investigation thus provide strong preliminary evidence for the benefits of speech output in skill acquisition for children with ASD, both in terms of student accuracy and session efficiency.
Subject (authority = RUETD)
Topic
Clinical Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6455
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 49 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Communication devices for people with disabilities
Subject (authority = ETD-LCSH)
Topic
Autism spectrum disorders
Note (type = statement of responsibility)
by Mariana Torres-Viso
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T32F7QCG
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Torres-Viso
GivenName
Mariana
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-04-23 15:08:05
AssociatedEntity
Name
Mariana Torres-Viso
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.4.8
Rutgers University Libraries - Copyright ©2022