Abstract
Individuals with disabilities who are English learners (ELs) and communicate using speech generating devices (SGDs) may demonstrate a preference for instructional language and language output of their SGDs. The influence of interventionist language on the preference of SGD language output and frequency of mands was examined using an alternating-treatments design with an embedded concurrent-chain arrangement with a 10-year-old with Down syndrome whose heritage language was Spanish. Language preference assessment for ELs is recommended because heritage language may be preferred for children with disabilities who use SGDs.
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Funding
This research was partially supported by Project Heightened Excellence in Autism Research and Training (HEART) OSEP Leadership Grant No. H325D150082 (principal investigator: Wendy Machalicek).
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Research Highlights
• The participant manded most frequently using the Spanish-language SGD.
• SGD language preference and mand frequency were independent of interventionist language.
• Training for behavior analysts and educators in multicultural competencies should include language preference.
• Systematic language preference assessment is recommended for all students who are ELs and use SGDs.
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Kunze, M., Drew, C., Machalicek, W. et al. Language Preference of a Multilingual Individual With Disabilities Using a Speech Generating Device. Behav Analysis Practice 12, 777–781 (2019). https://doi.org/10.1007/s40617-019-00379-w
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DOI: https://doi.org/10.1007/s40617-019-00379-w