Feasibility and Preliminary Efficacy of Direct Instruction for Individuals With Autism Utilizing Speech-Generating Devices
Direct Instruction works for students with autism who use SGDs if you give them an extra second to tap their answers.
01Research in Context
What this study did
Gwynette et al. (2020) tried Direct Instruction with three students with autism who use speech-generating devices. They ran the first ten lessons of the Language for Learning curriculum.
The kids tapped answers on their SGDs instead of speaking. The team made small tweaks so the device kept pace with the fast DI script.
What they found
All three students finished every lesson. Their answers got better, they smiled more, and they kept up with the timed format.
The tweaks worked. DI stayed brisk and the SGD kept up.
How this fits with other research
Carnett et al. (2020) also taught kids with autism to use an SGD, but they used functional communication training to ask 'where' questions. Both studies show the device can be the main response mode; Frampton adds that academic content, not just requests, can be taught.
Lincoln et al. (1988) compared two prompting styles for numeral naming. Their constant time delay beat system of least prompts on speed. Frampton did not compare prompting styles, yet both papers push for tight, timed instruction for learners with autism.
Coleman-Martin et al. (2004) stretched the delay window so students with physical disabilities could type answers. Frampton did the same spirit of 'wait a beat' so the SGD user could navigate pages without breaking the DI rhythm.
Why it matters
If you have non-speaking clients, you no longer need to shelve Direct Instruction. Run the lesson as written, let the student reply on the SGD, and add a brief pause after each question. You get the famed DI fluency while honoring the device's lag. Try it next session: open Language for Learning, set the SGD to the answer grid, and keep the pace lively.
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Run one DI lesson; let the student answer on the SGD and wait three seconds before the next prompt.
02At a glance
03Original abstract
Direct instruction (DI) is an evidence-based approach to education that has been shown to be effective across a wide variety of student populations. Growing evidence suggests that DI may be an efficacious strategy for individuals with autism spectrum disorder (ASD). The current study aimed to evaluate the feasibility of using DI with students with ASD who utilize speech-generating devices (SGDs); 3 students with ASD whose primary mode of communication was an SGD were exposed to the Language for Learning Curriculum, Lessons 1–10. Student performance on pre- and posttests was measured, as well as student performance on exercises within each lesson. The average time to complete an exercise, number of repetitions, number of terminated sessions, and student affect were also evaluated. Results indicated that all 3 students could participate and complete exercises with some modifications to support SGD use. The students demonstrated improved performance, positive affect, and overall timely completion of exercises. Taken together, these findings suggest that DI may be feasible for some students with ASD who utilize SGDs.
Behavior Analysis in Practice, 2020 · doi:10.1007/s40617-020-00412-3