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Augmentative and Alternative Communication: AAC

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https://www.readbyqxmd.com/read/28697629/culturally-and-linguistically-diverse-student-and-family-perspectives-of-aac
#1
Saili S Kulkarni, Jessica Parmar
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...
July 12, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28695784/provision-of-powered-communication-aids-in-the-united-kingdom
#2
Simon Judge, Pam Enderby, Sarah Creer, Alex John
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...
July 11, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28675073/designing-interaction-voice-and-inclusion-in-aac-research
#3
Graham Pullin, Jutta Treviranus, Rupal Patel, Jeff Higginbotham
The ISAAC 2016 Research Symposium included a Design Stream that examined timely issues across augmentative and alternative communication (AAC), framed in terms of designing interaction, designing voice, and designing inclusion. Each is a complex term with multiple meanings; together they represent challenging yet important frontiers of AAC research. The Design Stream was conceived by the four authors, researchers who have been exploring AAC and disability-related design throughout their careers, brought together by a shared conviction that designing for communication implies more than ensuring access to words and utterances...
July 4, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28670934/correction-to-thistle-j-j-wilkinson-k-effects-of-background-color-and-symbol-arrangement-cues-on-construction-of-multi-symbol-messages-by-young-children-without-disabilities-implications-for-aided-aac-design
#4
(no author information available yet)
No abstract text is available yet for this article.
July 3, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28633531/the-effectiveness-of-aided-augmented-input-techniques-for-persons-with-developmental-disabilities-a-systematic-review
#5
Anna A Allen, Ralf W Schlosser, Kristofer L Brock, Howard C Shane
When working with individuals with little or no functional speech, clinicians often recommend that communication partners use the client's augmentative and alternative communication (AAC) device when speaking to the client. This is broadly known as "augmented input" and is thought to enhance the client's learning of language form and content. The purpose of this systematic review was to determine the effects of augmented input on communication outcomes in persons with developmental disabilities and persons with childhood apraxia of speech who use aided AAC...
June 21, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28617614/effects-of-background-color-and-symbol-arrangement-cues-on-construction-of-multi-symbol-messages-by-young-children-without-disabilities-implications-for-aided-aac-design
#6
Jennifer J Thistle, Krista Wilkinson
Children whose speech does not meet their communication needs often benefit from augmentative and alternative communication (AAC). The design of an AAC display may influence the child's ability to communicate effectively. The current study examined how symbol background color cues and symbol arrangement affected construction of multi-symbol messages using line-drawing symbols, by young children with typical development. Participants (N = 52) heard a spoken phrase matching a photograph and selected line drawings within a 4 × 4 array...
June 15, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28597688/the-availability-and-accessibility-of-basic-concept-vocabulary-in-aac-software-a-preliminary-study
#7
Jillian H McCarthy, Ilsa Schwarz, Morgan Ashworth
Core vocabulary lists obtained through the analyses of children's utterances include a variety of basic concept words. Supporting young children who use augmentative and alternative communication (AAC) to develop their understanding and use of basic concepts is an area of practice that has important ramifications for successful communication in a classroom environment. This study examined the availability of basic concept words across eight frequently used, commercially available AAC language systems, iPad© applications, and symbol libraries used to create communication boards...
June 9, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28431488/core-vocabulary-of-young-children-with-down-syndrome
#8
Stijn R J M Deckers, Yvonne Van Zaalen, Hans Van Balkom, Ludo Verhoeven
The aim of this study was to develop a core vocabulary list for young children with intellectual disabilities between 2 and 7 years of age because data from this population are lacking in core vocabulary literature. Children with Down syndrome are considered one of the most valid reference groups for researching developmental patterns in children with intellectual disabilities; therefore, spontaneous language samples of 30 Dutch children with Down syndrome were collected during three different activities with multiple communication partners (free play with parents, lunch- or snack-time at home or at school, and speech therapy sessions)...
June 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28521556/maintenance-of-key-word-signing-in-adults-with-intellectual-disabilities-novel-signed-turns-facilitated-by-partners-consistent-input-and-sign-imitation
#9
Ellen Rombouts, Bea Maes, Inge Zink
The aim of the present study was to examine the relationship between the use of key word signing (KWS) by support staff and by adults with intellectual disabilities (clients) who had experience with using KWS. Specifically, we explored whether these clients were more inclined to use KWS when support staff used KWS or imitated signs. One-to-one conversations between 24 clients and their support staff were filmed and transcribed. Partner turns were coded for communication mode (spoken or signed) and KWS response type (i...
May 18, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28394641/exploring-validation-of-a-graphic-symbol-questionnaire-to-measure-participation-experiences-of-youth-in-activity-settings
#10
Beata Batorowicz, Gillian King, Freda Vane, Madhu Pinto, Parimala Raghavendra
Participation has a subjective and private dimension, and so it is important to hear directly from youth about their experiences in various activity settings, the places where they "do things" and interact with others. To meet this need, our team developed the Self-Reported Experiences of Activity Settings (SEAS) measure, which demonstrated good-to-excellent measurement properties. To address the needs of youth who could benefit from graphic symbol support, the SEAS-PCS(TM), (1) was created. The purpose of this paper is to describe the development of SEAS-PCS and the preliminary study that explores the equivalency of the SEAS and SEAS-PCS...
April 10, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28387140/reflections-of-malaysian-parents-of-children-with-developmental-disabilities-on-their-experiences-with-aac
#11
Susheel Joginder Singh, Nur Hazirah Hussein, Rahayu Mustaffa Kamal, Fatimah Hani Hassan
Parents play an important role in the successful implementation of AAC. Previous research has indicated that parents in different countries have varying perceptions about the use of AAC and face different challenges in its implementation. To date, there is limited information about the use of AAC by children in Malaysia or parents' views about its use. The aim of this study was to explore Malaysian parents' perception of AAC and their experience when supporting their children who use AAC. For this study, 12 parents of children with autism spectrum disorder and cerebral palsy were involved in semi-structured individual interviews...
April 7, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28378602/teaching-children-with-autism-spectrum-disorder-and-other-developmental-disabilities-to-perform-multistep-requesting-using-an-ipad
#12
Nouf M Alzrayer, Devender R Banda, Rajinder Koul
Many children with autism spectrum disorders (ASD) and/or developmental disabilities are unable to meet their daily communication needs with speech alone. These individuals are considered potential candidates for speech-generating devices (SGDs) and mobile technologies with AAC-specific applications. The purpose of this study was to determine the effectiveness of systematic instruction on teaching multistep requesting skills using an iPad loaded with Proloquo2Go to children with ASD and other developmental disabilities...
April 5, 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28325063/beliefs-and-habits-staff-experiences-with-key-word-signing-in-special-schools-and-group-residential-homes
#13
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
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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
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