This study compared a picture exchange (PE) system and an iPad^®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad^®-based instruction condition. All participants showed a clear preference for the iPad^®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad^®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

本研究比较图片交换（PE）系统和一个iPad ^®教学请求技能发育残疾和功能限制语音学龄前儿童当基于语音产生装置（SGD）。应用了一种多基线设计，该模型在参与者之间平衡了两个指令条件的顺序，以比较获取率，然后进行并发操作安排，以检查参与者对于这两种增强和替代通信（AAC）系统的偏好。还使用并行操作安排探讨了通过优先AAC系统呈现的两个图片符号的区分。结果表明，三分之二的参与者只需较少的时间就可以精通^iPad®基于指令的条件。所有与会者都表现出了明显的偏好为iPad ^®为基础的新币，并能两幅图的符号来区别在iPad上同时呈现^®提出请求时，基于新元。这项研究突出了实践意义，它描述了一种系统的方法，该方法可以为发育障碍和功能受限的语言学习者确定优先的AAC系统时使用。