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Augmentative and Alternative Communication: AAC

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https://www.readbyqxmd.com/read/30231653/a-qualitative-metasynthesis-of-the-meaning-of-speech-generating-devices-for-people-with-complex-communication-needs
#1
Jacquie Ripat, Michèle Verdonck, Carly Gacek, Shelly McNicol
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...
September 19, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30231643/a-critical-synthesis-of-barriers-and-facilitators-to-the-use-of-aac-by-children-with-autism-spectrum-disorder-and-their-communication-partners
#2
Cynthia Donato, Elizabeth Spencer, Michael Arthur-Kelly
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. Included studies comprised quasi-experimental, non-experimental, and qualitative study designs...
September 19, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30231642/effect-of-aac-partner-training-using-video-on-peers-interpretation-of-the-behaviors-of-presymbolic-middle-schoolers-with-multiple-disabilities
#3
Christine Holyfield, Janice Light, Kathryn Drager, David McNaughton, Jessica Gormley
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...
September 19, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30207188/addendum
#4
Jennifer B Ganz, Kristi Morin
No abstract text is available yet for this article.
September 12, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30207175/early-verbal-categories-and-inflections-in-children-who-use-speech-generating-devices
#5
Gat Savaldi-Harussi, Gloria Soto
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...
September 12, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30198333/the-effects-of-explicit-instruction-in-academic-vocabulary-during-shared-book-reading-on-the-receptive-vocabulary-of-children-with-complex-communication-needs
#6
April M Yorke, Janice C Light, Jessica Gosnell Caron, David B McNaughton, Kathryn D R Drager
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.e., one with autism spectrum disorder, one with developmental delay, and one with a rare genetic disorder) were each taught two sets of vocabulary words. Intervention consisted of explicit vocabulary instruction associated with shared reading of academic texts...
September 8, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30043659/a-boy-and-his-aac-team-building-instructional-competence-across-team-members
#7
Melinda R Snodgrass, Hedda Meadan
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...
July 25, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30043650/conversation-based-intervention-for-adolescents-using-augmentative-and-alternative-communication
#8
Gloria Soto, Michael T Clarke
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. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT™) ...
July 25, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29783913/a-systematic-review-of-functional-communication-training-fct-interventions-involving-augmentative-and-alternative-communication-in-school-settings
#9
Virginia L Walker, Kristin J Lyon, Sheldon L Loman, Samuel Sennott
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...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29697288/a-systematic-quality-review-of-high-tech-aac-interventions-as-an-evidence-based-practice
#10
Kristi L Morin, Jennifer B Ganz, Emily V Gregori, Margaret J Foster, Stephanie L Gerow, Derya Genç-Tosun, Ee Rea Hong
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...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29661042/identification-and-drawing-of-early-concepts-in-children-with-autism-spectrum-disorder-and-children-without-disability
#11
John W McCarthy, Joann P Benigno, Jamie Broach, Jamie B Boster, Bridget M Wright
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. Descriptive, correlational, and inferential statistics were used to analyze the data...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29642715/effects-of-dynamic-text-in-an-aac-app-on-sight-word-reading-for-individuals-with-autism-spectrum-disorder
#12
Jessica Caron, Janice Light, Christine Holyfield, David McNaughton
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. The study implemented a single-subject multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29642712/methodological-advances-opportunities-and-challenges-in-aac-research
#13
Jennifer Kent-Walsh, Cathy Binger
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...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29504822/family-centered-services-for-children-with-complex-communication-needs-the-practices-and-beliefs-of-school-based-speech-language-pathologists
#14
Kelsey Mandak, Janice Light
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...
June 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29772935/the-effects-of-literacy-interventions-on-single-word-reading-for-individuals-who-use-aided-aac-a-systematic-review
#15
Kelsey Mandak, Janice Light, Susannah Boyle
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.e., autism spectrum disorder (ASD), cerebral palsy (CP), Down syndrome, and intellectual disability)...
May 18, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29706101/a-systematic-review-of-predictors-moderators-and-mediators-of-augmentative-and-alternative-communication-aac-outcomes-for-children-with-autism-spectrum-disorder
#16
Stephanie B Sievers, David Trembath, Marleen Westerveld
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...
April 28, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29703090/using-eye-tracking-technology-for-communication-in-rett-syndrome-perceptions-of-impact
#17
Kelli Vessoyan, Gill Steckle, Barb Easton, Megan Nichols, Victoria Mok Siu, Janette McDougall
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. This multiple case study explored whether using eye-tracking technology, with ongoing support from a team of augmentative and alternative communication (AAC) therapists, could help four participants with Rett syndrome meet individualized communication goals...
April 27, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29376408/constructing-narratives-to-describe-video-events-using-aided-communication
#18
Martine M Smith, Beata Batorowicz, Annika Dahlgren Sandberg, Janice Murray, Kristine Stadskleiv, Hans van Balkom, Kirsi Neuvonen, Stephen von Tetzchner
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...
March 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29373919/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
#19
Janice Murray, Annika Dahlgren Sandberg, Martine M Smith, Débora Deliberato, Kristine Stadskleiv, Stephen von Tetzchner
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...
March 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29355044/introduction-to-the-special-issue-on-aided-language-processes-development-and-use-an-international-perspective
#20
Stephen von Tetzchner
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.
March 2018: Augmentative and Alternative Communication: AAC
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