Purpose Children with autism spectrum disorder (ASD) and complex communication needs are increasingly taught to use tablet-based speech-generating devices (SGDs). An important issue in designing such interventions is the selection of an appropriate format for displaying vocabulary. The purpose of this study was to determine (a) whether young children with ASD can be taught to use different SGD vocabulary display formats and (b) whether there are differences across the formats on a range of secondary measures (e.g., preference and generalization). Method Five preschoolers with ASD (and prior experience with simpler aided augmentative and alternative communication) were taught to use grid and visual scene display SGDs during a play-based intervention. Acquisition of functional responding was assessed using a single-case experimental design. Secondary variables included error types, antecedents for communication, preference, and generalization. Results All participants increased their use of functional target vocabulary using both the grid and the simple visual scene display. Of the five participants, three showed similar performance with both formats, whereas two had slightly higher rates of functional responding with the grid. Individualized differences across participants and formats were apparent across secondary variables (e.g., preference, error types, generalization). Conclusions Both simple grid and visual scene displays may be viable options when teaching functional use of SGDs to children with ASD who have prior aided augmentative and alternative communication experience. Analyzing secondary variables beyond device acquisition (e.g., generalization, preference) may have implications for individualizing intervention.

中文翻译：

---

教自闭症的学龄前儿童在游戏过程中使用不同的语音生成设备显示格式：干预和辅助因素。

目的越来越多地教导患有自闭症谱系障碍（ASD）和复杂沟通需求的儿童使用基于平板电脑的语音生成设备（SGD）。设计此类干预措施时的一个重要问题是选择合适的格式来显示词汇。这项研究的目的是确定（a）是否可以教会ASD幼儿使用不同的SGD词汇显示格式，以及（b）在一系列次要衡量指标（例如，偏好和概括）上两种格式之间是否存在差异。方法教导了五名具有ASD的学龄前儿童（以及先前具有较简单的辅助性和替代性交流的经验）在基于游戏的干预中使用网格和视觉场景显示SGD。使用单例实验设计评估功能响应的获得。次要变量包括错误类型，通信，偏好和泛化的前提。结果所有参与者都通过网格和简单的视觉场景显示增加了对功能目标词汇的使用。在五位参与者中，三位参与者在两种格式下表现出相似的表现，而两位参与者对网格的功能响应率略高。参与者和格式之间的个体差异在次要变量（例如，偏好，错误类型，泛化）中显而易见。结论当向具有先前辅助的补充性和替代性交流经验的ASD儿童教授SGD的功能用法时，简单的网格显示和可视场景显示可能都是可行的选择。分析设备获取之外的次要变量（例如，通用化，