373 results match your criteria Augmentative And Alternative Communication[Journal]


An online community of practice to improve intervention for individuals with complex communication needs.

Augment Altern Commun 2019 Mar 22:1-6. Epub 2019 Mar 22.

b Department of Pediatrics , Oregon Health and Science University , Portland , OR , USA.

Collaboration and information sharing are essential in the fast moving world of augmentative and alternative communication (AAC). This paper describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP)-an online community of practice for professionals and family members supporting individuals at the earliest stages of communication development. Stakeholders share the goal of advancing language and communication intervention for individuals with complex communication needs. Read More

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http://dx.doi.org/10.1080/07434618.2019.1566400DOI Listing
March 2019
1 Read

Augmentative and alternative communication in the Philippines: a survey of speech-language pathologist competence, training, and practice.

Augment Altern Commun 2019 Mar 19:1-11. Epub 2019 Mar 19.

b Department of Physical Therapy, College of Allied Medical Professions , University of the Philippines Manila , Manila , Philippines.

A cross-sectional survey study was undertaken to describe the perceived competence, pre- and post-professional training, and practice of Filipino speech-language pathologists (SLPs) in augmentative and alternative communication (AAC). Printed and electronic questionnaires were distributed to all SLPs in the Philippines with at least 1 year of practice experience. A total of 152 (47%) questionnaires were returned. Read More

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http://dx.doi.org/10.1080/07434618.2019.1576223DOI Listing

Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs.

Augment Altern Commun 2019 Mar 27;35(1):56-68. Epub 2019 Feb 27.

e Bryn Mawr , PA , USA.

Effective communication is based both on the capacity of the person with complex communication needs, and of other key stakeholders (including communication and education professionals, family members, community partners, and healthcare professionals), to ensure that appropriate AAC supports are provided. In this paper, we describe strategies to build awareness of AAC and to assist people with complex communication needs in obtaining needed services; to build the knowledge, skills, and attitudes of AAC service providers; to provide instruction for people with complex communication needs, as well as communication partners and advocates; and to develop communication supports in society more broadly. We also provide an agenda for building capacity in research and development activities to support full participation by people with complex communication needs throughout society. Read More

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http://dx.doi.org/10.1080/07434618.2018.1556731DOI Listing

Error patterns and revisions in the graphic symbol utterances of 3- and 4-year-old children who need augmentative and alternative communication.

Augment Altern Commun 2019 Feb 26:1-14. Epub 2019 Feb 26.

a Department of Speech and Hearing Sciences , University of New Mexico , Albuquerque , NM , USA.

The purpose of this study was to explore the errors and revisions (i.e., repairs) that 3- and 4-year-old children who require augmentative and alternative communication (AAC) make as they construct 2-3-word utterances using graphic symbols. Read More

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http://dx.doi.org/10.1080/07434618.2019.1576224DOI Listing
February 2019

What's important in AAC decision making for children? Evidence from a best-worst scaling survey.

Augment Altern Commun 2019 Feb 15:1-15. Epub 2019 Feb 15.

b Faculty of Health Psychology and Social Care , Manchester Metropolitan University , Manchester , UK.

The choice of which AAC device to provide for a child can have long lasting consequences, but little is known about the decision-making of AAC professionals who make recommendations in this context. A survey was conducted with AAC professionals using best-worst scaling methodology examining what characteristics of children and attributes of AAC devices are considered most important in decision-making. A total of 19 child characteristics and 18 device attributes were selected by the authors from lists generated from literature reviews and from focus groups with AAC professionals, people who use AAC, and other stakeholders. Read More

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http://dx.doi.org/10.1080/07434618.2018.1561750DOI Listing
February 2019
2 Reads

Exploring participation experiences of youth who use AAC in social media settings: impact of an e-mentoring intervention.

Augment Altern Commun 2019 Feb 8:1-10. Epub 2019 Feb 8.

c Health Sciences, College of Nursing and Health Sciences, Flinders University , Adelaide , Australia.

The contribution of cross-age peer e-mentoring on reported experiences of participation during online conversations using social media was explored in this pre-experimental study. Young people (n = 4, aged 13; 4-18;3 [years; months]) who used augmentative and alternative communication (AAC) participated in an e-mentoring intervention. Two mentors who also used AAC had regular conversations with the participants via Facebook , email, or Skype . Read More

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http://dx.doi.org/10.1080/07434618.2018.1557250DOI Listing
February 2019

New and emerging access technologies for adults with complex communication needs and severe motor impairments: State of the science.

Augment Altern Commun 2019 Mar 21;35(1):13-25. Epub 2019 Jan 21.

a Madonna Rehabilitation Hospitals , Lincoln , NE , USA.

Individuals with complex communication needs often use alternative access technologies to control their augmentative and alternative communication (AAC) devices, their computers, and mobile technologies. While a range of access devices is available, many challenges continue to exist, particularly for those with severe motor-control limitations. For some, access options may not be readily available or access itself may be inaccurate and frustrating. Read More

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http://dx.doi.org/10.1080/07434618.2018.1556730DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6436971PMC
March 2019
6 Reads

Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs.

Augment Altern Commun 2019 Mar 16;35(1):1-12. Epub 2019 Jan 16.

d InvoTek, Inc , Alma , AR , USA.

The field of augmentative and alternative communication (AAC) has witnessed significant changes since its inception. AAC services are now considered for a much greater number of individuals with complex communication needs and there are many more AAC options available as communication supports, including a proliferation of technologies. The scope and options for communication within society have increased substantially to include a wide array of digital and social media. Read More

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http://dx.doi.org/10.1080/07434618.2018.1556732DOI Listing

New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions.

Augment Altern Commun 2019 Mar 16;35(1):26-41. Epub 2019 Jan 16.

a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA.

This paper discusses recent research and development with a specific focus on selected new and emerging research-based augmentative and alternative communication (AAC) technologies that are developmentally appropriate and responsive to the individual interests, needs, and skills of children with developmental disabilities, their families, peers, and other communication partners. Specifically, this paper reviews the state of the science and future directions related to recent research and development of AAC technologies as supports to (a) enhance language learning, (b) facilitate social interaction, (c) improve literacy skills, (d) increase participation in society, and (e) teach interaction strategies to communication partners. Read More

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http://dx.doi.org/10.1080/07434618.2018.1557251DOI Listing

Designing effective AAC displays for individuals with developmental or acquired disabilities: State of the science and future research directions.

Augment Altern Commun 2019 Mar 16;35(1):42-55. Epub 2019 Jan 16.

d Institute for Rehabilitation Science and Engineering, Madonna Rehabilitation Hospitals , Lincoln , NE , USA.

This paper reviews research on the impact of AAC display variables on visual attention and performance of children with developmental disabilities and adults with acquired conditions, and considers implications for designing effective visual scene displays (VSDs) or grids. When using VSDs with children with developmental disabilities or adults with acquired conditions, research supports the use of personalized photo VSDs that include familiar people engaged in meaningful activities, with navigation bars with thumbnail VSDs, located adjacent to the main VSD. Adults with acquired conditions seem to benefit from the inclusion of text boxes adjacent to the scene. Read More

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http://dx.doi.org/10.1080/07434618.2018.1558283DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6436972PMC

Visual-graphic symbol acquisition in school age children with developmental and language delays.

Augment Altern Commun 2018 Dec 4;34(4):265-275. Epub 2018 Dec 4.

a Georgia State University.

Augmented language systems have become both an integral component of communication intervention programs for children with severe communicative impairments and spurred research on their language and communication development. This study examined intrinsic and extrinsic factors that may influence the language development process for children with developmental disabilities, by exploring the relationship between varying degrees of symbol arbitrariness and extant speech comprehension skills in the discrimination, learning, and use of symbols for communication. For the study, 13 school-aged participants (M = 8. Read More

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http://dx.doi.org/10.1080/07434618.2018.1522547DOI Listing
December 2018

Effectiveness of video-based modelling to facilitate conversational turn taking of adolescents with autism spectrum disorder who use AAC.

Augment Altern Commun 2018 Dec 20;34(4):311-322. Epub 2018 Nov 20.

a Speech Pathology & Audiology, College of Nursing & Health Sciences , Flinders University , South Australia.

This study evaluated and compared the effectiveness of packaged video modelling (VM) and video self-modelling (VSM) interventions to develop conversational behaviors with four adolescents with autism spectrum disorder (ASD) who used augmentative and alternative communication (AAC). The study was conducted using an alternating treatments design nested within a multiple baseline design. The intervention effect was measured using Robust-Improvement Rate Difference (R-IRD). Read More

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http://dx.doi.org/10.1080/07434618.2018.1523948DOI Listing
December 2018
1 Read

Responsiveness of a parent-reported outcome measure to evaluate AAC interventions for children and youth with complex communication needs.

Augment Altern Commun 2018 Dec 29;34(4):348-358. Epub 2018 Oct 29.

b Holland Bloorview Kids Rehabilitation Hospital , Toronto , Ontario , Canada.

Evaluation of the effectiveness of augmentative and alternative communication (AAC) interventions requires reliable measures that are responsive to change. The aim of this study was to explore the potential of the Family Impact of Assistive Technology Scale for AAC (FIATS-AAC) to detect functional change in children and youth with AAC needs, aged 3-17 years, and their families, 6 and 12 weeks after receiving a graphic-based, speech-generating device (SGD). Parents whose children were awaiting a SGD as part of their regular AAC service participated in the study. Read More

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http://dx.doi.org/10.1080/07434618.2018.1520296DOI Listing
December 2018

The complexities of AAC intervention research: emerging trends to consider.

Augment Altern Commun 2018 Dec 29;34(4):258-264. Epub 2018 Oct 29.

a Georgia State University , Atlanta , GA , USA.

Augmentative and alternative communication (AAC) is always about intervening and the subsequent effects of the interventions (e.g., on the AAC user, family perspectives, educational outcomes, and vocational outcomes). Read More

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http://dx.doi.org/10.1080/07434618.2018.1526319DOI Listing
December 2018
1 Read

A modified multimodal communication treatment for individuals with traumatic brain injury.

Augment Altern Commun 2018 Dec 29;34(4):323-334. Epub 2018 Oct 29.

b Department of Speech-Language Pathology , Duquesne University , Pittsburgh , PA , USA.

People living with the effects of traumatic brain injury (TBI) might use augmentative and alternative communication (AAC) due to cognitive-communication disabilities and/or co-occurring motor speech disorders. However, the most effective method for teaching people with TBI to use AAC strategies and resolve communication breakdowns is unknown. Prior research conducted with people with aphasia suggests an integrated multimodal treatment improved the use of AAC to resolve communication breakdowns. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2018.1
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http://dx.doi.org/10.1080/07434618.2018.1523224DOI Listing
December 2018
18 Reads

Reflections on a special issue: motivations to encourage intervention designs.

Augment Altern Commun 2018 Dec 29;34(4):255-257. Epub 2018 Oct 29.

a Editors, AAC Journal

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http://dx.doi.org/10.1080/07434618.2018.1525764DOI Listing
December 2018

Construct validity of the family impact of assistive technology scale for augmentative and alternative communication.

Augment Altern Commun 2018 Dec 29;34(4):335-347. Epub 2018 Oct 29.

b Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital and Department of Occupational Science and Occupational Therapy, University of Toronto , Ontario , Canada.

The Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication (FIATS-AAC) measures parent-reported functioning and factors that affect functioning in children who use AAC. The aim of the current study was to assess its construct validity. For the study, 47 parents of children with AAC needs completed the FIATS-AAC and two other parent-reported questionnaires: a child quality-of-life measure and a community participation measure. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2018.1
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http://dx.doi.org/10.1080/07434618.2018.1518993DOI Listing
December 2018
15 Reads

Evaluating an AAC training for special education teachers in Sri Lanka,a low- and middle-income country.

Augment Altern Commun 2018 Dec 22;34(4):276-287. Epub 2018 Sep 22.

a Department of Disability Studies , The University of Kelaniya , Kelaniya , Sri Lanka.

A majority of people with disabilities live in low- and middle-income countries where communication services for individuals with complex communication needs are scarce. It is essential that communication partners of individuals who have complex communication needs receive training to support communication. To address this issue, the current study evaluated an augmentative and alternative communication training for special education teachers living in a low- and middle-income country, Sri Lanka. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2018.1
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http://dx.doi.org/10.1080/07434618.2018.1512651DOI Listing
December 2018
4 Reads

A qualitative metasynthesis of the meaning of speech-generating devices for people with complex communication needs.

Augment Altern Commun 2018 Sep 19:1-11. Epub 2018 Sep 19.

d HEB Manitoba , Winnipeg , Canada.

The aim of this metasynthesis review of published qualitative research was to investigate the lived experience and meaning ascribed to speech-generating devices (SGDs) by people with complex communication needs and their familiar communication partners. Bibliographic databases were searched up to June 2016, and selected articles were assessed for their relevance to the research aim. The metasynthesis included 21 original articles and resulted in the identification of six main themes, each of which was comprised of two or more sub-themes that related to the experience of using SGD: It's an Inefficient Voice, It's Not a Natural Voice, Making the Most of This Voice, It's My Voice, It's More Than a Voice, and Having a Voice: Being Heard. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2018.1
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http://dx.doi.org/10.1080/07434618.2018.1513071DOI Listing
September 2018
3 Reads

A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners.

Augment Altern Commun 2018 Sep 19;34(3):242-253. Epub 2018 Sep 19.

a Faculty of Education and Arts, School of Humanities and Social Sciences , The University of Newcastle , Callaghan , Australia.

The aim of this review was to critically synthesize barriers and facilitators to the use of AAC systems by children with autism spectrum disorder (ASD) and their communication partners. Qualitative data related to barriers and facilitators were synthesized from 42 studies located using a systematic search. A diverse range of studies was examined in order to identify the span of barriers and facilitators reported in the literature. Read More

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http://dx.doi.org/10.1080/07434618.2018.1493141DOI Listing
September 2018

Effect of AAC partner training using video on peers' interpretation of the behaviors of presymbolic middle-schoolers with multiple disabilities.

Augment Altern Commun 2018 Dec 19;34(4):301-310. Epub 2018 Sep 19.

b Department of Communication Sciences and Disorders , Pennsylvania State University, University Park , PA , USA.

Children require consistent responses from partners to their presymbolic behaviors in order to increase the frequency and variety of these behaviors and eventually build symbolic language. This study served as an initial attempt to evaluate the effect of AAC training on typically-developing peers' interpretation of the behavior of three students with multiple disabilities whose communication was presymbolic and idiosyncratic in nature. The study used a pretest-posttest control group design with 12 peers in each condition (i. Read More

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http://dx.doi.org/10.1080/07434618.2018.1508306DOI Listing
December 2018

Addendum.

Augment Altern Commun 2018 Sep 12;34(3):254. Epub 2018 Sep 12.

b University of North Carolina at Chapel Hill.

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http://dx.doi.org/10.1080/07434618.2018.1509530DOI Listing
September 2018

Early verbal categories and inflections in children who use speech-generating devices.

Augment Altern Commun 2018 Sep 12;34(3):194-205. Epub 2018 Sep 12.

b Department of Special Education and Communication Disorders , San Francisco State University , San Francisco , CA , USA.

The use of early verbal categories, their event types, and the emergence of verbal inflections (-ing, -s, and -ed) were analyzed in data from four participants with motor speech disorders aged 9;5-13;9 (years;months) who used speech-generating devices to converse with a familiar adult. The study was conducted through a secondary analysis of a corpus of data collected as part of another study. It documents the production of verbs and the emergence of verb inflections in natural conversations between each of the participants and a member of their educational team over a period of up to 10 months. Read More

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http://dx.doi.org/10.1080/07434618.2018.1490925DOI Listing
September 2018

The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs.

Augment Altern Commun 2018 Dec 8;34(4):288-300. Epub 2018 Sep 8.

b The Pennsylvania State University, Communication Sciences and Disorders , University Park , PA , USA.

The purpose of this study was to evaluate the effect of explicit vocabulary instruction during shared reading experiences on the acquisition of receptive academic vocabulary for children with complex communication needs. A single-subject, multiple-probe design was used. Three preschool-aged children (i. Read More

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http://dx.doi.org/10.1080/07434618.2018.1506823DOI Listing
December 2018

A boy and his AAC team: building instructional competence across team members.

Augment Altern Commun 2018 Sep 25;34(3):167-179. Epub 2018 Jul 25.

b Department of Special Education , University of Illinois, Champaign , IL , USA.

Families and education professionals face unique challenges when working together to support augmentative and alternative communication (AAC) for a child who does not use speech and has only prelinguistic forms of communication. For this study, a family-school team was provided with a specially designed support package comprising training and one-on-one coaching in evidence-based instructional strategies. As part of a larger mixed methods investigation, a single-case experimental design was conducted to explore the effectiveness of the support package on facilitating team members' competence in AAC instruction and communication. Read More

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http://dx.doi.org/10.1080/07434618.2018.1491059DOI Listing
September 2018

Conversation-based intervention for adolescents using augmentative and alternative communication.

Augment Altern Commun 2018 Sep 25;34(3):180-193. Epub 2018 Jul 25.

b Research Department of Language and Cognition , University College London , London , UK.

This study evaluated the effects of a conversation-based intervention on the use of verbs, personal pronouns, bound morphemes and spontaneous clauses in adolescents with cerebral palsy who use augmentative and alternative communication (AAC). Four teenage girls aged from 14 to 18 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant in the context of a personal collage-building activity. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2018.1
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http://dx.doi.org/10.1080/07434618.2018.1490926DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6330700PMC
September 2018
8 Reads

A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings.

Augment Altern Commun 2018 Jun;34(2):118-129

c Department of Special Education , Portland State University , Portland , OR , USA.

The purpose of this meta-analysis was to summarize single-case intervention studies in which Functional Communication Training (FCT) involving augmentative and alternative communication (AAC) was implemented in school settings. Overall, the findings suggest that FCT involving AAC was effective in reducing challenging behaviour and promoting aided or unaided AAC use among participants with disability. FCT was more effective for the participants who engaged in less severe forms of challenging behaviour prior to intervention. Read More

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http://dx.doi.org/10.1080/07434618.2018.1461240DOI Listing

The effects of literacy interventions on single-word reading for individuals who use aided AAC: a systematic review.

Augment Altern Commun 2018 Sep 18;34(3):206-218. Epub 2018 May 18.

a The Pennsylvania State University , University Park , PA , USA.

The purpose of this systematic review was to investigate the effects of instruction on single-word reading of individuals who use aided augmentative and alternative communication (AAC). A systematic search identified nine single-case experimental design studies that involved 24 individuals who used aided AAC. Overall, the evidence indicated that instruction had positive effects on reading at the single-word level for individuals across ages and diagnostic categories (i. Read More

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http://dx.doi.org/10.1080/07434618.2018.1470668DOI Listing
September 2018

A systematic review of predictors, moderators, and mediators of augmentative and alternative communication (AAC) outcomes for children with autism spectrum disorder.

Augment Altern Commun 2018 Sep 28;34(3):219-229. Epub 2018 Apr 28.

b School of Allied Health Sciences , Griffith Institute for Educational Research , Gold Coast , Queensland , Australia.

Documented variability in augmentative and alternative communication (AAC) intervention outcomes makes it difficult for clinicians to select systems most likely to be effective for individual children with autism spectrum disorder (ASD). The aim of this study was to identify child-related factors associated with AAC intervention outcomes through a systematic review of the research literature. A search was conducted of peer-reviewed research articles in which AAC intervention outcomes and associated factors were reported for children with ASD. Read More

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http://dx.doi.org/10.1080/07434618.2018.1462849DOI Listing
September 2018

Using eye-tracking technology for communication in Rett syndrome: perceptions of impact.

Augment Altern Commun 2018 Sep 27;34(3):230-241. Epub 2018 Apr 27.

b Research Department , Thames Valley Children's Centre , London , Ontario , Canada.

Studies have investigated the use of eye-tracking technology to assess cognition in individuals with Rett syndrome, but few have looked at this access method for communication for this group. Loss of speech, decreased hand use, and severe motor apraxia significantly impact functional communication for this population. Eye gaze is one modality that may be used successfully by individuals with Rett syndrome. Read More

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http://dx.doi.org/10.1080/07434618.2018.1462848DOI Listing
September 2018

A systematic quality review of high-tech AAC interventions as an evidence-based practice.

Augment Altern Commun 2018 Jun 26;34(2):104-117. Epub 2018 Apr 26.

f Faculty of Human Sciences , University of Tsukuba , Tsukuba , Japan.

Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the quality of single-case experimental design research on the use of high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities who have complex communication needs, to determine if this intervention approach meets the criteria for evidence-based practices as outlined by the What Works Clearinghouse. Additionally, information on the following extended methodological standards is reported on all included studies: participant description, description of setting and materials, interventionist description, baseline and intervention description, maintenance, generalization, procedural integrity, and social validity. Read More

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http://dx.doi.org/10.1080/07434618.2018.1458900DOI Listing
June 2018
1 Read
1.270 Impact Factor

Identification and drawing of early concepts in children with autism spectrum disorder and children without disability.

Augment Altern Commun 2018 Jun 16;34(2):155-165. Epub 2018 Apr 16.

a Communication Sciences and Disorders , Ohio University , Athens , OH , USA.

This comparative study is a replication and extension of previous work related to children's drawings of early concepts. In all, 15 children with autism spectrum disorder (ASD) and 19 children without disability took part in the study, and were video recorded as they drew 10 early emerging concepts such as "eat" and "more." In a second task, the participants were asked to label Picture Communication Symbols conventionally used in augmentative and alternative communication (AAC) systems. Read More

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http://dx.doi.org/10.1080/07434618.2018.1457716DOI Listing
June 2018
5 Reads

Effects of dynamic text in an AAC app on sight word reading for individuals with autism spectrum disorder.

Augment Altern Commun 2018 Jun 12;34(2):143-154. Epub 2018 Apr 12.

b Department of Educational Psychology, Counselling, and Special Education , The Pennsylvania State University , University Park , PA , USA.

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app, on the sight word reading skills of individuals with autism spectrum disorders (ASD) and complex communication needs. Read More

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http://dx.doi.org/10.1080/07434618.2018.1457715DOI Listing
June 2018
8 Reads

Methodological advances, opportunities, and challenges in AAC research.

Augment Altern Commun 2018 Jun 12;34(2):93-103. Epub 2018 Apr 12.

b Speech and Hearing Sciences , University of New Mexico , Albuquerque , NM , USA.

Since its inception in 1985, the AAC journal has been publishing scientific articles related to the field of augmentative and alternative communication (AAC) that (a) report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems and (b) cover theory, technology, and systems development relevant to AAC. The journal has maintained a consistent focus on the science and practice of AAC while also advancing in varied and impressive ways. Among the many developments apparent in AAC over the years, methodological advancements emerge as pivotal within the evolution of the science of AAC. Read More

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http://dx.doi.org/10.1080/07434618.2018.1456560DOI Listing
June 2018
4 Reads

Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists.

Augment Altern Commun 2018 Jun 5;34(2):130-142. Epub 2018 Mar 5.

a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA.

This study used an online focus group to examine the beliefs and practices of school-based speech-language pathologists (SLPs) who served children with complex communication needs regarding their provision of family-centered services. Participants revealed that despite their desire for family involvement and reported beliefs in the importance of family-centered services, there were barriers in place that often limited family-centered service provision. Across the SLPs, many were dissatisfied with their current provision of family-centered services. Read More

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http://dx.doi.org/10.1080/07434618.2018.1438513DOI Listing
June 2018
1 Read

Constructing narratives to describe video events using aided communication.

Augment Altern Commun 2018 Mar 29;34(1):40-53. Epub 2018 Jan 29.

e Department of Psychology , Oslo University , Oslo , Norway.

Narratives are a pervasive form of discourse and a rich source for exploring a range of language and cognitive skills. The limited research base to date suggests that narratives generated using aided communication may be structurally simple, and that features of cohesion and reference may be lacking. This study reports on the analysis of narratives generated in interactions involving aided communication in response to short, silent, video vignettes depicting events with unintended or unexpected consequences. Read More

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http://dx.doi.org/10.1080/07434618.2017.1422018DOI Listing
March 2018
2 Reads

Communicating the unknown: descriptions of pictured scenes and events presented on video by children and adolescents using aided communication and their peers using natural speech.

Augment Altern Commun 2018 Mar 26;34(1):30-39. Epub 2018 Jan 26.

f Department of Psychology , University of Oslo , Oslo , Norway.

The facility to describe scenes and events is important in everyday communication, but little is known about the description skills and strategies of young people using aided communication. This article explores how 81 children and adolescents using aided communication and 56 peers using natural speech, aged 5-15 years, described pictured scenes and events presented on video to a partner who had no prior knowledge of the content. The group who used aided communication took longer and included fewer elements in their descriptions than the reference group; however, the groups did not differ in their use of irrelevant or incorrect elements, suggesting that both groups stayed on topic. Read More

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http://dx.doi.org/10.1080/07434618.2017.1420690DOI Listing
March 2018
6 Reads

Introduction to the special issue on aided language processes, development, and use: an international perspective.

Augment Altern Commun 2018 Mar 22;34(1):1-15. Epub 2018 Jan 22.

a Department of Psychology , University of Oslo , Oslo , Norway.

This introduction to the Special Issue discusses current theoretical approaches to language development and their application to aided language development. It also discusses some conceptual issues and aspects of aided language development that are relevant for the articles, and gives a short overview of the articles. Read More

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http://dx.doi.org/10.1080/07434618.2017.1422020DOI Listing
March 2018
5 Reads

Communication aid provision and use among children and adolescents developing aided communication: an international survey.

Augment Altern Commun 2018 Mar 22;34(1):79-91. Epub 2018 Jan 22.

i Department of Special Education , UNESP , Brazil.

A fundamental requirement of a supportive language development for young children who need aided communication is that an aided communication system is made available and its use is supported. There is limited information about the age at which children are typically provided with a communication aid or about how aided communication is used in everyday situations. Using questionnaire-based interview data, this study investigated (a) the pattern of provision of communication aids to 84 children and adolescents, (b) parents' and professionals' evaluation of the quality of communication across contexts, and (c) availability and use of aided communication in these contexts. Read More

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http://dx.doi.org/10.1080/07434618.2017.1422019DOI Listing
March 2018
5 Reads

Visual-spatial cognition in children using aided communication.

Augment Altern Commun 2018 Mar 22;34(1):68-78. Epub 2018 Jan 22.

f Department of Psychology , University of Oslo , Oslo , Norway.

Children with severe motor impairments are restricted in their manipulation and exploration of objects, but little is known about how such limitations influence cognitive development. This study investigated visual-constructional abilities in 75 children and adolescents, aged 5;0-15;11 (years;months), with severe speech impairments and no intellectual disabilities (aided group) and in 56 children and adolescents with typical development (reference group). Verbal comprehension, non-verbal reasoning, and visual-spatial perception were assessed with standardized tests. Read More

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http://dx.doi.org/10.1080/07434618.2017.1422017DOI Listing
March 2018
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Vocabulary comprehension and strategies in name construction among children using aided communication.

Augment Altern Commun 2018 Mar 22;34(1):16-29. Epub 2018 Jan 22.

k Department of Psychology , University of Oslo , Oslo , Norway.

Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2017.1
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http://dx.doi.org/10.1080/07434618.2017.1420691DOI Listing
March 2018
9 Reads

Assessment of aided language comprehension and use in children and adolescents with severe speech and motor impairments.

Augment Altern Commun 2018 Mar 11;34(1):54-67. Epub 2018 Jan 11.

e Department of Psychology , University of Oslo , Oslo , Norway.

There is limited knowledge about aided language comprehension and use in children who use aided communication and who are considered to have a relatively good comprehension of spoken language. This study's purpose was to assess their aided language skills. The participants were 96 children and adolescents who used communication aids (aided group) and 73 children and adolescents with natural speech (reference group), aged 5 to 15 years. Read More

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http://dx.doi.org/10.1080/07434618.2017.1420689DOI Listing
March 2018
6 Reads

Comparison of the effects of mobile technology AAC apps on programming visual scene displays.

Augment Altern Commun 2017 Dec 23;33(4):239-248. Epub 2017 Oct 23.

a Department of Communication Sciences and Disorders , The Pennsylvania State University , Pennsylvania , USA.

Parents and professionals who work with individuals who use augmentative and alternative communication (AAC) face tremendous time pressures, especially when programming vocabulary in AAC technologies. System design (from programming functions to layout options) necessitates a range of skills related to operational competence and can impose intensive training demands for communication partners. In fact, some AAC applications impose considerable learning demands, which can lead to increased time to complete the same programming tasks. Read More

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http://dx.doi.org/10.1080/07434618.2017.1388836DOI Listing
December 2017
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Observing eye movements and the influence of cognition during a symbol search task: a comparison across three age groups.

Augment Altern Commun 2017 Dec 10;33(4):249-259. Epub 2017 Oct 10.

c Psychology Department , Laurentian University , Sudbury , Ontario , Canada.

This study examined eye movements during a visual search task as well as cognitive abilities within three age groups. The aim was to explore scanning patterns across symbol grids and to better understand the impact of symbol location in AAC displays on speed and accuracy of symbol selection. For the study, 60 students were asked to locate a series of symbols on 16 cell grids. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2017.1
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http://dx.doi.org/10.1080/07434618.2017.1381990DOI Listing
December 2017
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Teaching multi-step requesting to children with autism spectrum disorder using systematic instruction and a speech-generating device.

Augment Altern Commun 2017 Dec 3;33(4):213-223. Epub 2017 Oct 3.

b Research Institute for Individuals with Disabilities , Anadolu University , Eskisehir , Turkey.

The purpose of this study was to examine the effectiveness of an iPad-based speech-generating device (SGD) and an intervention package in teaching multi-step requesting to children with autism spectrum disorder (ASD). The intervention package comprised discrete trial teaching, time delay, graduated guidance, and reinforcement. Social validity data were also collected from parents and teachers. Read More

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http://dx.doi.org/10.1080/07434618.2017.1378717DOI Listing
December 2017

Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists.

Augment Altern Commun 2017 Dec 21;33(4):189-200. Epub 2017 Sep 21.

a Centre for Augmentative and Alternative Communication , University of Pretoria , Pretoria , South Africa.

Speech-language therapists (SLTs) have direct contact with a wide variety of individuals who require augmentative and alternative communication (AAC) and they are therefore considered to have a primary role in the assessment, selection, and implementation of AAC symbols, techniques, aids, and strategies. Limited information is available with regard to SLTs' practices in the field of AAC, and there is a particular paucity of information about developing country contexts such as South Africa. The aim of this study was to determine how South African SLTs perceive their current AAC practices. Read More

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http://dx.doi.org/10.1080/07434618.2017.1375979DOI Listing
December 2017
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High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: a meta-analysis.

Augment Altern Commun 2017 Dec 19;33(4):224-238. Epub 2017 Sep 19.

f Department of Educational Psychology , Baylor University , Waco , TX , USA.

The use of mobile technology is ubiquitous in modern society and is rapidly increasing in novel use. The use of mobile devices and software applications ("apps") as augmentative and alternative communication (AAC) is rapidly expanding in the community, and this is also reflected in the research literature. This article reports the social-communication outcome results of a meta-analysis of single-case experimental research on the use of high-tech AAC, including mobile devices, by individuals with intellectual and developmental disabilities, including autism spectrum disorder. Read More

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http://dx.doi.org/10.1080/07434618.2017.1373855DOI Listing
December 2017
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Systematic review of AAC intervention research for adolescents and adults with autism spectrum disorder.

Augment Altern Commun 2017 Dec 8;33(4):201-212. Epub 2017 Sep 8.

b Department of Communication Sciences and Disorders , Pennsylvania State University , University Park , PA , USA.

Much of augmentative and alternative communication (AAC) research for individuals with autism spectrum disorder has focused on young children. Given that the lives, communication, strengths, and needs of adolescents and adults with autism spectrum disorder are quite different from those of young children, the purpose of the current study was to consolidate current AAC intervention research findings specific to these individuals. A systematic review was conducted to identify and evaluate relevant research. Read More

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http://dx.doi.org/10.1080/07434618.2017.1370495DOI Listing
December 2017
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Culturally and linguistically diverse student and family perspectives of AAC.

Augment Altern Commun 2017 Sep 12;33(3):170-180. Epub 2017 Jul 12.

a Department of Special Education , California State University Dominguez Hills , Carson , CA , USA.

Augmentative and alternative communication (AAC) devices are important for nonverbal students with disabilities to communicate with the verbal world. AAC devices provide access to academic and social opportunities for students with disabilities. With the changing demographics of schools and an emphasis on meaningful, culturally relevant instruction for all students, it is important to consider how AAC devices are utilized and perceived by individuals from culturally and linguistically diverse (CLD) backgrounds and their families. Read More

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http://dx.doi.org/10.1080/07434618.2017.1346706DOI Listing
September 2017

Provision of powered communication aids in the United Kingdom.

Augment Altern Commun 2017 Sep 11;33(3):181-187. Epub 2017 Jul 11.

a School of Health and Related Research , University of Sheffield , Sheffield , UK.

AAC service provision in the United Kingdom (UK) has evolved since the first service dedicated to the provision of communication aids opened in 1986. Within the UK, many health and care services are provided via government funding; however, the assessment and provision of AAC and specifically of speech-generating devices (SGDs) is inconsistent and inequitable. The study reported in this paper aimed to collect information on levels of current provision of powered communication aids (the term used in the study to refer to SGDs) by UK service providers in 2013 with the intention of improving future estimates for need of services. Read More

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https://www.tandfonline.com/doi/full/10.1080/07434618.2017.1
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http://dx.doi.org/10.1080/07434618.2017.1347960DOI Listing
September 2017
10 Reads