1
Studies included in the meta-analysis (total number of studies in parentheses)
Augmented Input (1)
Dexter, M. E. (1998). The effects of aided language stimulation upon verbal output
and augmentative communication during storybook reading for children with
pervasive developmental disabilities. Unpublished doctoral dissertation, The
Johns Hopkins University, Baltimore.
Gestures (2)
Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1998).
Procedures for teaching appropriate gestural communication skills to children
with autism. Journal of Autism and Developmental Disorders, 28(6), 535-545.
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: Analysis and treatment. Journal of Autism and
Developmental Disorders, 19, 561-578.
Graphic Symbols (11)
Hamilton, B. L., & Snell, M. E. (1993). Using the milieu approach to increase
spontaneous communication book use across environments by an adolescent
with autism. Augmentative and Alternative Communication, 9, 259-272.
Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports
in teaching young children with autism spectrum disorder to initiate
interactions. Augmentative and Alternative Communication, 19, 86-103.
Kozleski, E. B. (1991). Visual symbol acquisition by students with autism.
Exceptionality, 2, 173-194.
Reichle, J., & Brown, L. (1986). Teaching the use of a miltipage direct selection
communication board to an adult with autism. Journal of the Association for
Persons with Severe Handicaps, 11, 68-73.
Reichle, J., McComas, J., Dahl, N., Solberg, G., Pierce, S., & Smith, D. (2005).
Teaching an individual with severe intellectual delay to request assistance
conditionally. Educational Psychology, 25(2/3), 275-286.
Reichle, J., Sigafoos, J., & Remington, B. (1991). Beginning an augmentative
communication system with individuals who have severe disabilities. In B.
Remington (Ed.), The Challenge of Severe Mental Handicap: A Behavior
Analytic Approach. (pp. 189-213). New York: Wiley.
Sigafoos, J. (1998). Assessing conditional use of graphic mode requesting in a young
boy with autism. Journal of Developmental and Physical Disabilities, 10, 133151.
Sigafoos, J., Laurie, S., & Pennell, D. (1996). Teaching children with Rett syndrome
to request preferred objects using aided communication: Two preliminary
studies. Augmentative and Alternative Communication, 12, 88-96.
Spillane, M. M. (1999). The effect of instructional method on symbol acquisition by
students with severe disabilities. Unpublished doctoral dissertation, The
University of Nebraska, Lincoln.
Stiebel, D. (1999). Promoting augmentative communication during daily routines.
Journal of Positive Behavior Interventions, 1(3), 159-169.
Van Acker, R., & Grant, S. H. (1995). An effective computer-based requesting system
for persons with Rett syndrome. Journal of Childhood Communication
Disorders, 16(2), 31-38.
2
Manual Signs (12)
Barrera, R. D., Lobato-Barrera, D., & Sulzer-Azaroff, B. (1980). A simultaneous
treatment comparison of three expressive language training programs with a
mute autistic child. Journal of Autism and Developmental Disorders, 10, 2137.
Brady, D. O., & Smouse, A. D. (1978). A simultaneous comparison of three methods
for language training with an autistic child: An experimental single case
analysis. Journal of Autism and Childhood Schizophrenia, 8, 271-279.
Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acquisition of sign
language by autistic children. I: Expressive labeling. Journal of Applied
Behavior Analysis, 11, 489-501.
Carr, E. G., & Dores, P. A. (1981). Patterns of language acquisition following
simultaneous communication with autistic children. Analysis and Intervention
in Developmental Disabilities, 1, 347-361.
Carr, E. G., & Kologinsky, E. (1983). Acquisition of sign language by autistic
children II: Spontaneity and generalization effects. Journal of Applied
Behavior Analysis, 16, 297-314.
Carr, E. G., Kologinsky, E., & Leff-Simon, S. (1987). Acquisition of sign language by
autistic children. III: Generalized descriptive phrases. Journal of Autism and
Developmental Disabilities, 17, 217-229.
Hundert, J. (1981). Stimulus generalization after training an autistic deaf boy in
manual signs. Education and Treatment of Children, 4(4), 329-337.
Keogh, D., Whitman, T., Beeman, D., Halligan, K., & Starzynski, T. (1987).
Teaching interactive signing in a dialogue situation to mentally retarded
individuals. Research in Developmental Disabilities, 8, 39-53.
Remington, B., & Clarke, S. (1983). Acquisition of expressive signing by autistic
children: An evaluation of the relative effects of simultaneous communication
and sign-alone training. Journal of Applied Behavior Analysis, 16, 315-328.
Saraydarian, K. A. (1994). Simultaneous referent recognition-production training for
nonverbal children with autism. Unpublished doctoral dissertation, Columbia
University Teachers College, New York, New York.
Schepis, M. M., Reid, D. H., Fitzgerald, J. R., Faw, G. D., VanDenPol, R. A., Welty,
P. A. (1982). A program for increasing manual signing by autistic and
profoundly retarded youth within the daily environment. Journal of Applied
Behavior Analysis, 15, 363-379.
Sommer, K. S., Whitman, T. L., & Keogh, D. A. (1988). Teaching severely retarded
persons to sign interactively through the use of a behavioral script. Research
in Developmental Disabilities, 9, 291-304.
Photographic Activity Schedules (1)
Spencer, L. G. (2002). Comparing the effectiveness of static pictures vs. video
modeling on teaching requesting skills to elementary children with autism.
Unpublished doctoral dissertation, Georgia State University, Atlanta.
Picture Exchange Communication System (7)
Anderson, A. E. (2001). Augmentative communication and autism: A comparison of
sign language and the Picture Exchange Communication System. Unpublished
doctoral dissertation, University of California, San Diego.
3
Charlop, M. H., Carpenter, M., Le, L., LeBlanc, L.A., & Kellet, K. (2002). Using the
picture exchange communication system (PECS) with children with autism:
Assessment of PECS acquisition, speech, social-communicative behavior, and
problem behavior. Journal of Applied Behavior Analysis, 35, 213-231.
Frea, W. D., Arnold, C. L., & Vittimberga, G. L. (2001). A demonstration of the
effects of augmentative communication on the extreme aggressive behavior of
a child with autism within an integrated preschool setting. Journal of Positive
Behavior Interventions, 3(4), 194-198.
Jones, C. M. (2004). Using the picture exchange communication system and time
delay to enhance the spontaneous speech of children with autism. Unpublished
doctoral dissertation, Claremont Graduation University, California.
Kravits, T. R., Kamps, D. M., Kemmerer, K., & Potucek, J. (2002). Brief report:
Increasing communication skills for an elementary-aged student with autism
using the picture exchange communication system. Journal of Autism and
Developmental Disorders, 32, 225-230.
Marckel, J. M., Neef, N. A., & Ferreri, S. J. (2006). A preliminary analysis of
teaching improvisation with the picture exchange communication system to
children with autism. Journal of Applied Behavior Analysis, 39, 109-115.
Tincani, M. (2004). Comparing the picture exchange communication system (PECS)
and sign-language training for children with autism. Focus on Autism and
Other Developmental Disabilities, 19(2), 152-163.
Speech-Generating Devices (8)
Dyches, T. T. (1998). Effects of switch training on the communication of children
with autism and severe disabilities. Focus on Autism and other Developmental
Disabilities, 13(3), 151-162.
Parsons, C. L., & La Sorte, D. (1993). The effect of computers with synthesized
speech and no speech on the spontaneous communication of children with
autism. Australian Journal of Human Communication Disorders, 21, 12-31.
Schepis, M. M., Reid, D. H., Behrmann, M. M., & Sutton, K. A. (1998). Increasing
communicative interactions of young children with autism using a voice
output communication aid and naturalistic teaching. Journal of Applied
Behavior Analysis, 31, 561-578.
Schlosser, R. W., & Blischak, D. M. (2004). Effects of speech and print feedback on
spelling by children with autism. Journal of Speech, Language, and Hearing
Research, 47, 848-862.
Schlosser, R. W., Blischak, D. M., Belfiore, P. J., Bartley, C., & Barnett, N. (1998).
Effects of synthetic speech output and orthographic feedback on spelling in a
student with Autism: A preliminary study. Journal of Autism and
Developmental Disorders, 28, 309-319.
Sigafoos, J., Didden, R., & O’Reilly, M. (2003). Effects of speech output on
maintenance of requesting and frequency of vocalizations in three children
with developmental disabilities. Augmentative and Alternative
Communication, 19(1), 37-47.
Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S., Edrisinha, C., et
al. (2004). Teaching VOCA use as a communicative repair strategy. Journal of
Autism and Developmental Disorders, 34(4), 411-422.
Son, S. H. (2005). Comparing two modes of AAC intervention for children with
autism. Unpublished doctoral dissertation, The University of Texas at Austin.
4
Teaching Orthographic Symbols (1)
Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A
multilevel fading computer program for teaching nonverbal children with
autism. Focus on Autism and Other Developmental Disabilities, 20(4), 201212.
Visual Supports (1)
Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual
supports to facilitate transitions of students with autism. Focus on Autism and
Developmental Disabilities, 15, 163-169.
Recent studies not evaluated yet:
Bock, S. J., Stoner, J. B., Beck, A. R., Hanley, L., & Prochnow, J. (2005). Increasing
functional communication in non-speaking preschool children: Comparison of
PECS and VOCA. Education and Training in Developmental Disabilities,
40(3), 264-278.
Ferrara, S. M. (2006). Voice output communication aids or Picture Communication
System: The efficient way for individuals with severe disabilities to acquire
communication. Unpublished master’s thesis, California State University,
Fullerton.
Lancioni, G. E., O’Reilly, M. F., Cuvo, A. J., Singh, N. N., Sigafoos, J., & Didden, R.
(in press). PECS and VOCAs to enable students with developmental
disabilities to make requests: An overview of the literature. Research in
Developmental Disabilities.
Schlosser, R. W., Sigafoos, J., Luiselli, J. K., Angermeier, K., Harasymowyz, U.,
Schooley, K., et al. (in press). Effects of synthetic speech output on requesting
and natural speech production in children with autism: A preliminary study.
Research in Autism Spectrum Disorders.
Schwartz, J. B., & Nye, C. (2006). Improving communication for children with
autism: Does sign language work? EBP Briefs, 1(2), 1-17.
Sidener, T. M., Shabani, D. B., Carr, J. E., & Roland, J. P. (2006). An evaluation of
strategies to maintain mands at practical levels. Research in Developmental
Disabilites, 27, 632-644.
Sigafoos, J., Ganz, J. B., O’Reilly, M. F., Lancioni, G. E., & Schlosser, R. W. (2007).
Assessing correspondence following acquisition of an exchange-based
communication system. Research in Developmental Disabilities, 28, 71-83.
Stoner, J. B., Beck, A. R., Bock, S. J., Hickey, K., Kosuwan, K., & Thompson, J. R.
(2006). The effectiveness of the Picture Exchange Communication System
with nonspeaking adults. Remedial and Special Education, 27(3), 154-163.
Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two
prelinguistic communication interventions on the acquisition of spoken
communication in preschoolers with ASD. Journal of Speech, Language, and
Hearing Research, 49, 698-711.
Yoder, P., & Stone, W. L. (2006). Randomized comparison of two communication
interventions for preschoolers with Autism Spectrum Disorders. Journal of
Consulting and Clinical Psychology, 74(3), 426-435.
Yokoyama, K., Naoi, N., & Yamamoto, J. (2006). Teaching verbal behavior using the
Picture Exchange Communication System (PECS) with children with Autistic
Spectrum Disorders. Japanese Journal of Special Education, 43(6), 485-503.