Using a Single-Switch Voice Output Communication Aid to Increase Social Access for Children with Severe Disabilities in Inclusive Classrooms

Abstract

Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant to engage in the target behavior via a full physical prompt, and facilitating access to natural consequences for appropriate participant responses. Intervention occurred in the context of naturally occurring free-choice activities in inclusive classrooms. Results showed that the intervention strategy was effective in teaching all three participants to use a VOCA to request access to items and/or peers. The peers generally responded to the participants with either positive or neutral responses. Survey data on the acceptability of the intervention to classroom staff are also discussed.