journal
MENU ▼
Read by QxMD icon Read
search

Augmentative and Alternative Communication: AAC

journal
https://www.readbyqxmd.com/read/30369273/responsiveness-of-a-parent-reported-outcome-measure-to-evaluate-aac-interventions-for-children-and-youth-with-complex-communication-needs
#1
Stephen E Ryan, Tracy A Shepherd, Anne Marie Renzoni, Michelle Servais, Shauna Kingsnorth, Carrie Laskey, Karen Ward, Kimberley Bradley
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...
October 29, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30369269/the-complexities-of-aac-intervention-research-emerging-trends-to-consider
#2
MaryAnn Romski, Rose A Sevcik
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). AAC intervention research is about generating new knowledge by studying some aspect of AAC delivery in a planned manner so that it can be replicated and then translated into clinical/educational practice. This commentary on AAC intervention research highlights the complexities inherent in this type of research and the range of components that contribute to it, and reflects on emerging trends that we must consider as we continue to develop and enhance intervention research...
October 29, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30369263/a-modified-multimodal-communication-treatment-for-individuals-with-traumatic-brain-injury
#3
Sarah K Diehl, Sarah E Wallace
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. In this study, the researchers measured the effectiveness of a modified Multimodal Communication Treatment designed to increase communication breakdown resolution and use of AAC strategies by two individuals with TBI...
October 29, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30369256/reflections-on-a-special-issue-motivations-to-encourage-intervention-designs
#4
Martine Smith, Bronwyn Hemsley
No abstract text is available yet for this article.
October 29, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30369255/construct-validity-of-the-family-impact-of-assistive-technology-scale-for-augmentative-and-alternative-communication
#5
Amie T Kron, Shauna Kingsnorth, F Virginia Wright, Stephen E Ryan
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. An interview was also conducted with a sub-set of six parents...
October 29, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30244606/evaluating-an-aac-training-for-special-education-teachers-in-sri-lanka-a-low-and-middle-income-country
#6
Nimisha Muttiah, Kathryn D R Drager, David McNaughton, Nadini Perera
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. The training was based on four key practices identified when training in low- and middle-income countries: investigate learner needs, provide contextually relevant instructional content, use engaging instructional activities, and assess the impact of instructional activities...
September 22, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30231653/a-qualitative-metasynthesis-of-the-meaning-of-speech-generating-devices-for-people-with-complex-communication-needs
#7
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/30231642/effect-of-aac-partner-training-using-video-on-peers-interpretation-of-the-behaviors-of-presymbolic-middle-schoolers-with-multiple-disabilities
#8
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/30198333/the-effects-of-explicit-instruction-in-academic-vocabulary-during-shared-book-reading-on-the-receptive-vocabulary-of-children-with-complex-communication-needs
#9
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/30231643/a-critical-synthesis-of-barriers-and-facilitators-to-the-use-of-aac-by-children-with-autism-spectrum-disorder-and-their-communication-partners
#10
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 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30207188/addendum
#11
Jennifer B Ganz, Kristi Morin
No abstract text is available yet for this article.
September 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30207175/early-verbal-categories-and-inflections-in-children-who-use-speech-generating-devices
#12
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 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30043659/a-boy-and-his-aac-team-building-instructional-competence-across-team-members
#13
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...
September 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/30043650/conversation-based-intervention-for-adolescents-using-augmentative-and-alternative-communication
#14
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™) ...
September 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)...
September 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...
September 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...
September 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
#18
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
#19
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
#20
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
journal
journal
29035
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"