Copy the page URI to the clipboard
Herring, Paul; Kear, Karen; Sheehy, Kieron and Jones, Roger
(2017).
DOI: https://doi.org/10.1108/JET-01-2016-0006
Abstract
Purpose:
The Picture Exchange Communication System (PECS) is an established communication intervention for non-verbal children with autism. This paper presents an evaluation of a computer based PECS approach, in which young non-verbal children with autism respond to an on-screen ‘virtual tutor’ through the manipulation of picture/symbol cards. The paper presents research to investigate how the virtual tutor’s voice influences the children’s participation and performance.
Design/Methodology/Approach:
Eight non-verbal children between 6 and 9 years old and with a diagnosis of autism were each presented with a series of computer-based activities, using a virtual tutor with either a natural or synthetic voice, in two separate sessions. Data was gathered using a within-participants counterbalanced design to control against variations between individuals and effects of presentation order.
Findings:
Analysis of the children’s responses suggest they were able to use the system more effectively when the virtual tutor had a synthetic voice, rather than a human voice. The findings demonstrate that a computer-based virtual tutor can provide an engaging method of supporting symbol-based communication for non-verbal children with autism, and that a synthetic voice type was preferable for the sessions undertaken.
Value:
Investigations of voice type and its influence on non-verbal children’s participation and performance have so far provided inconclusive results (Ramdoss 2013). This research suggests that voice type is an important feature of the learning experience of non-verbal children with autism, and can have a significant influence on their participation and performance in virtual tutor-led learning.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
