EFFECT OF COMMUNICATION BOARD AND SPEECH GENERATING DEVICE ON COMMUNICATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN IBADAN METROPOLIS

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​​​​​​​Background of the study

Autism is a widespread disorder in modern culture. Autism has a higher prevalence than Down syndrome, juvenile diabetes, and pediatric cancer, therefore warranting our attention. An increasing number of families, communities, and schools are facing difficulties associated with autism (Simpson, 2019). As of 2018, the most current survey year, the Center for Disease Control and Prevention (CDC) reported that around 1 in 44 children was diagnosed with autism spectrum disorder. The prevalence of this condition is fourfold higher in males compared to girls (CDC, 2022). Autism spectrum disorder (ASD) is a neurodevelopmental disorder described by the American Psychiatric Association (2015) as a condition marked by ongoing difficulties in social communication and interaction. These difficulties include deficits in social reciprocity, nonverbal communication used for social interaction, and the ability to develop, maintain, and comprehend relationships. This condition also include "limited, repetitive patterns of behavior, interests, or activities" (American Psychiatric Association [APA, 2015).

Extensive study has been conducted on autism and its manifestations in people throughout their lives. Research has been focused on augmentative and alternative communication (AAC). Iacono, Trembath, and Erickson (2016) state that Augmentative and Alternative Communication (AAC) includes several methods that may substitute or enhance an individual's speech and other established communication abilities. These modalities may be categorized as unassisted, often using manual signals, or aided, which use systems like communication boards and books with visual symbols, or technology-based devices like speech generating devices (SGD), including mobile technologies (Holyfield, 2021).

Individuals with disabilities use a range of Augmentative and Alternative Communication (AAC) technology for communication purposes. Studies have shown that Augmentative and Alternative communicative (AAC) technologies may improve the communicative abilities of children diagnosed with Autism Spectrum Disorder (ASD). For instance, a comprehensive analysis conducted by Ganz (2019) shown that augmentative and alternative communication (AAC) therapies, including both low-tech and high-tech alternatives, may result in enhancements in both expressive and receptive language abilities. In addition, Mirenda (2019) emphasized the capacity of Augmentative and Alternative Communication (AAC) to enhance social interaction and academic involvement in children diagnosed with Autism Spectrum Disorder (ASD).

Although AAC has the potential to bring about advantages, there are difficulties in properly implementing these treatments. Certain children may first exhibit reluctance towards using Augmentative and Alternative Communication (AAC) methods, necessitating caretakers and educators to undergo training in order to effectively facilitate its use (Sigafoos et al., 2016). Furthermore, there is a scarcity of studies on the extended effects of AAC use, especially in settings with limited resources and various cultural backgrounds. Ibadan Metropolis, a prominent urban center in Nigeria, is characterized by its heterogeneous population, including individuals with varied educational and healthcare requirements. Nevertheless, there is a scarcity of local research about the use of Augmentative and Alternative Communication (AAC) technologies for children diagnosed with Autism Spectrum Disorder (ASD) in this particular area. This gap hinders the comprehension of the cultural and environmental elements that can impact the efficacy of communication boards and SGDs for children with ASD in Ibadan.

Due to the significance of communication in the growth and welfare of children with ASD, there is an urgent need for research that investigates the effects of AAC therapies in the setting of Ibadan Metropolis. This research seeks to meet this requirement by assessing the efficacy of communication boards and speech-generating devices (SGDs) in improving the communication abilities of children diagnosed with Autism Spectrum Disorder (ASD) in this specific area. Therefore, the researcher sought to examine effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis.

1.2 Statement of the problem

Autism spectrum disorder (ASD) is a neurodevelopmental illness that is marked by difficulties in social communication, limited interests, and repetitive activities. Children diagnosed with Autism Spectrum Disorder (ASD) may have challenges with verbal communication, which can hinder their social engagement, educational progress, and general well-being (American Psychiatric Association, 2015). Within the urban area of Ibadan, there is an increasing acknowledgment of the need for efficient communication therapies aimed at children with Autism Spectrum Disorder (ASD). However, there has been a lack of extensive study in the area on the effectiveness of augmentative and alternative communication (AAC) technologies, such as communication boards and speech producing devices, in improving communication abilities in children with Autism Spectrum Disorder (ASD).

The absence of indigenous research in Ibadan Metropolis about these solutions highlights a deficiency in comprehending the distinct requirements and cultural milieu of children with ASD in this area (Therrien & Light, 2018). This research seeks to fill this void by assessing the influence of communication boards and speech producing gadgets on the communicative abilities of children with Autism Spectrum Disorder (ASD) in Ibadan Metropolis. Through this approach, it aims to provide evidence-based suggestions for enhancing communication outcomes in these children and to guide the implementation of effective treatments in comparable situations. Hence, the study examine effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis.

1.3 Objective of the study

Generally, the study examine effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis. The specific objectives is as follows

1. To analyze the frequency of usage of communication boards and speech generating devices by children with ASD in Ibadan Metropolis.

2. To examine the examine effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis

3. To investigate the effectiveness of communication boards and speech generating devices in improving the communication skills of children with ASD in Ibadan Metropolis.

1.4 Research Questions

The following questions have been prepared for the study

1. What is the frequency of usage of communication boards and speech generating devices by children with ASD in Ibadan Metropolis?

2. What is the effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis?

3. How effective is communication boards and speech generating devices in improving the communication skills of children with ASD in Ibadan Metropolis?

1.5 Research hypotheses

The hypotheses have been formulated to further guide the study

H0; Communication board and speech generating device does not have an effect on communication skills of children with autism spectrum disorder in Ibadan Metropolis.

Ha: Communication board and speech generating device does have an effect on communication skills of children with autism spectrum disorder in Ibadan Metropolis.

1.6 Significance of the study

The findings of the study will be significant to the following

Policymakers: The research outcomes may inform policymakers and healthcare providers about the needs of children with ASD, potentially leading to the development of policies, programs, and resources to support this population.

1.7 Scope of the study

The study focuses on effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis. Therefore, the study will  analyze the frequency of usage of communication boards and speech generating devices by children with ASD in Ibadan Metropolis, examine the examine effect of communication board and speech generating device on communication skills of children with autism spectrum disorder in Ibadan Metropolis and investigate the effectiveness of communication boards and speech generating devices in improving the communication skills of children with ASD in Ibadan Metropolis. Therefore, the study is delimited to Ibadan metropolis.

1.8 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are:

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.

1.9 Operational Definition of terms

Communication Board:  A communication board is a tool that uses symbols, pictures, words, or letters on a surface to facilitate communication for individuals who have difficulty speaking or understanding verbal communication. The user can point to or touch specific symbols to express thoughts or needs.

Speech Generating Device (SGD):  A speech generating device (SGD), also known as an augmentative and alternative communication (AAC) device, is an electronic tool that produces spoken language for individuals who have limited speech abilities. It allows users to communicate using pre-programmed phrases, words, or by typing messages.

Communication Skills:  Communication skills refer to the ability of individuals to convey information, emotions, and needs effectively. In the context of children with autism spectrum disorder (ASD), this includes verbal language skills as well as non-verbal communication such as gestures, facial expressions, and body language.

Autism Spectrum Disorder (ASD): Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social interaction, communication, and repetitive behaviors. It is called a "spectrum" because the symptoms and severity can vary widely among affected individuals.

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