A multiple baseline study evaluated the effects of using voice output devices to facilitate communicative initiation behaviors of 2 toddlers who were developmentally delayed and nonverbal. Data were collected during snack time on specific communication behaviors. No formal training was provided. Adults modeled the use of the device within the context of the routine. Comparisons with a typically developing peer suggested the voice output device enabled both toddlers to increase their specific initiated communication behavior closer to that of the peer.
Results support the use of augmentative voice output devices with nonverbal toddlers.
Practical implications of research findings for integrating augmentative and alternative communication within early childhood classrooms . Although continued research is needed, data from these three classroom-based research projects provide initial evidence supporting the use of augmentative and alternative communication systems within inclusive early intervention classrooms. When embedded within classroom centers and routine activities, augmentative and alternative communication can be useful in facilitating participation by increasing initiations and interactions. The use of multiple systems, including sign language and voice output devices, expands a child s opportunities to communicate, providing the toddler with increased opportunities to initiate, make choices, or terminate activities. To be effective, voice output devices and sign language should be used throughout the classroom to promote communication within different centers and activities.