What are the considerations for selection and introduction of a speech generating device for a preschool autistic child in Aotearoa New Zealand? : a thesis presented in partial fulfilment of the requirements for Master of Speech and Language Therapy at Massey University, Albany Campus, Aotearoa New Zealand

Abstract

A speech generating device (SGD) is a high-tech augmentative and alternative communication (AAC) system that supports communication by producing an electronic voice activated by the user. In recent years, advances in technology have enabled more SGDs to support people who cannot rely on speech alone to be heard and understood. Autistic children (Takiwātanga tamariki) may have speech that is unreliable, intermittent, or insufficient to communicate effectively and hence benefit from the use of SGDs. Early intervention supports better language and social communication outcomes generally and is essential for autistic children to thrive. AAC is recommended as early as possible for those who may benefit and, hence, forms a crucial part of early intervention. Selecting and introducing an SGD for a young autistic child requires consideration of many factors. There are models and frameworks to support AAC and SGD selection generally, but none specifically for autistic children or for Aotearoa New Zealand. This study aimed to gather information to support the potential development of a framework to support teams in the selection and introduction of SGDs for young autistic children in Aotearoa New Zealand. This thesis describes a study with 19 participants from four groups: (1) Whānau of autistic children (people from the child’s home environment), (2) educators, (3) speech-language therapists, and (4) those with a kaupapa Māori perspective. Qualitative data was collected using interviews and focus groups. Resulting data was coded and organised into six themes with related subthemes: (1) Aotearoa New Zealand Considerations, (2) Autistic Child Considerations, (3) SGD System Considerations, (4) Whānau Considerations, (5) Team Considerations, and (6) Selection and Introduction Considerations. The Bioecological Model is explained and used to present the findings. The study provides a range of considerations to support decision-making when selecting and introducing SGDs for preschool autistic children within Aotearoa New Zealand.