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Augmentative and Alternative Communication: AAC

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https://www.readbyqxmd.com/read/28325063/beliefs-and-habits-staff-experiences-with-key-word-signing-in-special-schools-and-group-residential-homes
#1
Ellen Rombouts, Bea Maes, Inge Zink
Even though use of aided augmentative and alternative communication (AAC) by staff has been extensively researched, few studies relate to unaided AAC strategies such as key word signing (KWS). We explored the KWS views of two groups: direct support staff in group residential homes and teachers from special education secondary schools. We examined transcripts from individual semi-structured interviews with five direct support staff and five teachers using thematic analysis. Participants discussed consistency of KWS use and reasons for implementing KWS...
March 21, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28218009/the-use-of-social-media-by-adults-with-acquired-conditions-who-use-aac-current-gaps-and-considerations-in-research
#2
Helen L Paterson
The global growth and development of social media has had a positive impact on many individuals who use augmentative and alternative communication (AAC), who use it to communicate and connect with others. Research evidence into the use of social media by adults with acquired conditions who use AAC is limited. These individuals are a heterogeneous population, who can present with a range of linguistic, cognitive and physical needs, some of which progress rapidly, making accessing social media a challenge. These issues warrant research focusing on developing interventions to support the use of social media and the impact of these interventions...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28166652/language-learning-recasts-and-interaction-involving-aac-background-and-potential-for-intervention
#3
Michael T Clarke, Gloria Soto, Keith Nelson
For children with typical development, language is learned through everyday discursive interaction. Adults mediate child participation in such interactions through the deployment of a range of co-constructive strategies, including repeating, questioning, prompting, expanding, and reformulating the child's utterances. Adult reformulations of child utterances, also known as recasts, have also been shown to relate to the acquisition of linguistic structures in children with language and learning disabilities and children and adults learning a foreign language...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28152610/evidence-and-innovation-in-aac-research-expanding-borders-and-boundaries-for-a-global-audience
#4
Bronwyn Hemsley, Susan Balandin
No abstract text is available yet for this article.
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28121175/experiences-from-a-support-group-for-families-of-preschool-children-in-the-expressive-aac-user-group
#5
Kristine Stadskleiv
Children using aided language need communication partners who are competent in modeling language, but most parents of children who use AAC will not have extensive experience with aided communication and will therefore need support to become competent language models. In this participatory observational study the experiences of a support group for parents of young children with age-expected language comprehension who use aided communication expressively are outlined. The group was established in 2012 at a habilitation unit in a hospital, and involved five families of children who use AAC...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28121173/a-call-for-innovative-social-media-research-in-the-field-of-augmentative-and-alternative-communication
#6
Bronwyn Hemsley, Susan Balandin, Stuart Palmer, Stephen Dann
Augmentative and alternative communication (AAC) social media research is relatively new, and is built on a foundation of research on use of the Internet and social media by people with communication disabilities. Although the field is expanding to include a range of people who use AAC, there are limitations and gaps in research that will need to be addressed in order to keep pace with the rapid evolution of social media connectivity in assistive communication technologies. In this paper, we consider the aims, scope, and methodologies of AAC social media research, with a focus on social network sites...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28081651/bridging-the-gap-from-values-to-actions-a-family-systems-framework-for-family-centered-aac-services
#7
Kelsey Mandak, Tara O'Neill, Janice Light, Gregory M Fosco
Despite the growing recognition of the importance of family involvement in augmentative and alternative communication (AAC) intervention, little guidance exists on how professionals can establish successful collaborative relationships with families. In this paper, we discuss family systems theory and ecological systems theory as a framework to guide family-centered AAC practice, review family-focused research in AAC, consider how AAC may impact the family system, and provide examples of the clinical implications of using the proposed family systems framework to improve family-centered AAC practice...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28040991/a-systematic-review-of-research-into-aided-aac-to-increase-social-communication-functions-in-children-with-autism-spectrum-disorder
#8
Kristy Logan, Teresa Iacono, David Trembath
Augmentative and alternative communication (AAC) interventions have been shown to be effective in supporting children with autism spectrum disorder (ASD) to communicate, particularly to request preferred items and activities. The aim of this systematic review was to examine the effectiveness of AAC interventions in supporting children to produce a broader range of communicative functions and determine the extent to which these interventions have been evaluated beyond immediate effectiveness to address maintenance, generalization, and social validity...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27868434/communication-aid-requirements-of-intensive-care-unit-patients-with-transient-speech-loss
#9
Mohammad H Mobasheri, Dominic King, Simon Judge, Faizan Arshad, Marius Larsen, Zahra Safarfashandi, Hemal Shah, Anna Trepekli, Sanjay Trikha, Diamantis Xylas, Stephen J Brett, Ara Darzi
Alert and transiently nonvocal intensive care unit (ICU) patients are dependent on augmentative and alternative communication (AAC). Unfortunately, the literature demonstrates that existent AAC devices have not been widely adopted, and unaided methods are often the primary modalities used despite being insufficient, and frustrating. We present the results of a qualitative semi-structured interview study with 8 ex-ICU patients, 4 ICU patient relatives, and 6 ICU staff, exploring their AAC needs and requirements...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27868428/reflections-from-fellows-of-isaac
#10
(no author information available yet)
No abstract text is available yet for this article.
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27866419/evidence-for-impact-and-impact-of-evidence
#11
Martine Smith
No abstract text is available yet for this article.
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27866415/teachers-perceptions-of-implementation-of-aided-aac-to-support-expressive-communication-in-south-african-special-schools-a-pilot-investigation
#12
Kerstin M Tönsing, Shakila Dada
Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students' expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers' perceptions of this process...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27819139/communication-opportunities-for-elementary-school-students-who-use-augmentative-and-alternative-communication
#13
Natalie R Andzik, Yun-Ching Chung, Michael P Kranak
Augmentative and alternative communication (AAC) systems serve as the primary communication mode for many students with complex communication needs. The aim of this study was to describe the naturally occurring communication opportunities of students using AAC systems. We observed 23 students for a total of 117 hours across general education, special education, and non-academic settings. For each communication event, we recorded the setting, communication partner, student communication mode, availability of the AAC system, independent or prompted responses, and the consequence...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27776421/research-note-attitudes-of-teachers-and-undergraduate-students-regarding-three-augmentative-and-alternative-communication-modalities
#14
Martina Christina Marion Schäfer, Dean Sutherland, Laurie McLay, Donna Achmadi, Larah van der Meer, Jeff Sigafoos, Giulio E Lancioni, Mark F O'Reilly, Ralf W Schlosser, Peter B Marschik
The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad(®)-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27762147/effects-of-icon-size-and-location-on-speed-and-accuracy-of-sgd-access
#15
Elena Dukhovny, YanYan Zhou
Increasing speed and accuracy of communication via a speech-generating device (SGD) is an important clinical goal in augmentative and alternative communication (AAC). The current study, conducted with adults without disabilities using a within-subject experimental design, compared the effects of two different SGD trainings on speed and accuracy of locating words via an SGD interface. During size-centered training, participants were introduced to six large icons that completely filled an SGD screen. During location-centered training, participants were introduced to six small icons on a 40-location screen where other icons were hidden...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27712115/an-exploration-of-pain-related-vocabulary-implications-for-aac-use-with-children
#16
Ensa Johnson, Juan Bornman, Kerstin M Tönsing
Children with significant communication difficulties who experience pain need appropriate means to communicate their pain in order to receive appropriate treatment. Augmentative and alternative communication (AAC) strategies could be used to enable children to self-report pain. The aim of this research study was to identify the common vocabulary children with typical development use to describe physical pain experiences and develop and socially validate an appropriate pain-related vocabulary list for children who use or could benefit from using AAC...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27560158/children-s-attitudes-toward-interaction-with-an-unfamiliar-peer-with-complex-communication-needs-comparing-high-and-low-technology-devices
#17
Shakila Dada, Tenille Horn, Alecia Samuels, Ralf W Schlosser
This study examined the attitudes of children with typical development towards an unfamiliar peer with complex communication needs using augmentative and alternative communication (AAC) systems. Specifically, the study aimed to compare attitudes when the peer used mobile technology (i.e., iPad(©)(1) ) with an AAC-specific application (Proloquo2Go™ (2) ) versus a low-technology communication board. A within-group crossover design was utilized involving 78 children. Half of the participants (i.e., Group 1) viewed Video 1 of an unfamiliar peer with complex communication needs in a scripted communication interaction using an iPad with Proloquo2Go followed by Video 2 of the same interaction using a communication board...
December 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27615203/a-meta-synthesis-of-team-members-voices-what-we-need-and-what-we-do-to-support-students-who-use-aac
#18
Yun-Ching Chung, Julia B Stoner
The ultimate goal of AAC provision is to promote students' active participation across settings through interactions involving a variety of partners and functions. To achieve such outcomes, educational teams must collaborate and consider the characteristics of students, their families, and relevant environments during AAC assessment and intervention. To date, AAC team collaboration has rarely been evaluated collectively outside intervention or case study research. In this investigation, a meta-synthesis was conducted to review qualitative studies of perspectives of team members on supporting students who used AAC, ranging in age from kindergarten to post-secondary, in public schools in the United States...
September 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27559987/core-vocabulary-in-written-personal-narratives-of-school-age-children
#19
Carla Wood, Allyssa Appleget, Sara Hart
This study aimed to describe core words of written personal narratives to inform the implementation of AAC supports for literacy instruction. Investigators analyzed lexical diversity, frequency of specific word use and types of words that made up 70% of the total words used in 211 written narrative samples from children in first grade (n = 94) and fourth grade (n = 117). Across grades, 191 different words made up 70% of the total words used in the 211 written narrative samples. The top 50 words were comprised of content words (64%) and function words (36%)...
September 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27487315/the-profiles-of-students-with-significant-cognitive-disabilities-and-complex-communication-needs
#20
Karen A Erickson, Lori A Geist
Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps™ (DLM(®)) alternate assessment based on alternate achievement standards...
September 2016: Augmentative and Alternative Communication: AAC
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