Effects of Synthetic Speech Output and Orthographic Feedback on Spelling in a Student with Autism: A Preliminary Study |
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| Authors: | Ralf W. Schlosser Doreen M. Blischak Phillip J. Belfiore Clair Bartley Nanette Barnett |
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| Affiliation: | (1) Communication and Writing Aids Service, Bloorview-MacMillan Centre, Canada;(2) Department of Speech Pathology, University of Toronto, Toronto, Canada;(3) Department of Audiology and Speech Sciences, Ball State University, Muncie, Indiana;(4) Department of Educational Studies, Mercyhurst College, Erie, Pennsylvania;(5) Roosevelt Elementary School, USA;(6) Department of Communication Disorders, University of Oklahoma, Health Sciences Center, Oklahoma City, Oklahoma |
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| Abstract: | The effects of speech output and orthographic feedback on spelling performance were evaluated in this preliminary study. A nonspeaking student with autism was taught to spell words under three feedback conditions using a voice output communication aid. In the auditory-visual condition, the participant received speech output and orthographic feedback. In the visual condition, the participant received only the orthographic feedback. In the auditory condition, the student received only speech output. An adapted alternating treatments design was used to evaluate the effects of the three feedback conditions. Although the participant reached criterion and maintained performance in each of the conditions, the provision of speech output alone and in combination with orthographic feedback resulted in more efficient spelling than the provision of orthographic feedback alone. Although replications with other subjects are necessary, findings suggest that speech output contributes to efficient spelling. |
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| Keywords: | Assistive devices auditory stimuli augmentative and alternative communication autism feedback single-subject design spelling speech output visual stimuli voice output communication aids |
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