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AAC augmentative alternative communication

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...
October 20, 2016: Augmentative and Alternative Communication: AAC
S Ten Hoorn, P W Elbers, A R Girbes, P R Tuinman
BACKGROUND: Ventilator-dependent patients in the ICU often experience difficulties with one of the most basic human functions, namely communication, due to intubation. Although various assistive communication tools exist, these are infrequently used in ICU patients. We summarized the current evidence on communication methods with mechanically ventilated patients in the ICU. Secondly, we developed an algorithm for communication with these patients based on current evidence. METHODS: We performed a systematic review...
October 19, 2016: Critical Care: the Official Journal of the Critical Care Forum
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...
October 7, 2016: Augmentative and Alternative Communication: AAC
Teresa Iacono, David Trembath, Shane Erickson
BACKGROUND: Augmentative and alternative communication (AAC) interventions are used for children with autism, often as stand-alone communication interventions for those who are minimally verbal. Our aim was to synthesize the evidence for AAC interventions for children (up to 21 years), and then consider the role of AAC within established, comprehensive, evidence-based autism interventions targeting learning across multiple developmental domains. DESIGN: We completed a systematic search of three databases (OVID Medline, PsycINFO, ERIC) as well as forward citation and hand searches to identify systematic reviews of AAC intervention efficacy research including children with autism, published between 2000 and March 2016 in peer-reviewed journals...
2016: Neuropsychiatric Disease and Treatment
Joe Reichle, Kathryn Drager, Jessica Caron, Quannah Parker-McGowan
This article examines the growth of aided augmentative and alternative communication (AAC) in providing support to children and youth with significant communication needs. Addressing current trends and offering a discussion of needs and probable future advances is framed around five guiding principles initially introduced by Williams, Krezman, and McNaughton. These include: (1) communication is a basic right and the use of AAC, especially at a young age, can help individuals realize their communicative potential; (2) AAC, like traditional communication, requires it to be fluid with the ability to adapt to different environments and needs; (3) AAC must be individualized and appropriate for each user; (4) AAC must support full participation in society across all ages and interests; and (5) individuals who use AAC have the right to be involved in all aspects of research, development, and intervention...
November 2016: Seminars in Speech and Language
Jessica Caron
BACKGROUND: Communicative interactions, despite the mode (e.g., face-to-face, online) rely on the communication skills of each individual participating. Some individuals have significant speech and language impairments and require the use of augmentative and alternative communication (AAC) (i.e., signs, speech generating devices) to maximize their communication participation across a variety of on and offline contexts. Use of social media has brought about changes to communication environments, contributing new contexts for engagement...
September 27, 2016: NeuroRehabilitation
Niklas Norén, Maja Sigurd Pilesjö
Asking a question can be a highly challenging task for a person with multiple disabilities, but questions have not received much attention in research on augmentative and alternative communication (AAC). Conversation analysis is employed to examine an instance of multiparty interaction where a speech and language therapist supports a child with multiple disabilities to ask a question with a communication board. The question is accomplished through a practice where the action is built as a trajectory of interactional steps...
September 9, 2016: Clinical Linguistics & Phonetics
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...
August 25, 2016: Augmentative and Alternative Communication: AAC
Ji Young Na, Krista Wilkinson, Meredith Karny, Sarah Blackstone, Cynthia Stifter
PURPOSE: Emotional competence refers to the ability to identify, respond to, and manage one's own and others' emotions. Emotional competence is critical to many functional outcomes, including making and maintaining friends, academic success, and community integration. There appears to be a link between the development of language and the development of emotional competence in children who use speech. Little information is available about these issues in children who rely on augmentative and alternative communication (AAC)...
August 1, 2016: American Journal of Speech-language Pathology
Cindy Gevarter, Mark F O'Reilly, Michelle Kuhn, Laci Watkins, Raechal Ferguson, Nicolette Sammarco, Laura Rojeski, Jeff Sigafoos
Five children with autism spectrum disorder were taught to request preferred items using four different augmentative and alternative communication (AAC) displays on an iPad(®)-based speech-generating device. Acquisition was compared using multielement designs. Displays included a symbol-based grid, a photo image with embedded hotspots, a hybrid (photo image with embedded hotspots and symbols), and a pop-up symbol grid. Three participants mastered requesting items from a field of four with at least three displays, and one mastered requesting items in a field-of-two...
July 22, 2016: Assistive Technology: the Official Journal of RESNA
Hyun W Ka, Richard C Simpson
PURPOSE: To evaluate the performance of the circling interface, which is an alternative interaction method for selecting and manipulating on-screen objects based on circling the target, rather than pointing and clicking. METHOD: We conducted empirical evaluations with actual head-mounted mouse emulator users from two different groups: individuals with spinal cord injury (SCI) and individuals with cerebral palsy (CP), comparing each group's performance and satisfaction level on pointing tasks with the circling interface to performance on the same tasks when using dwell-clicking software...
June 13, 2016: Disability and Rehabilitation. Assistive Technology
Betts Peters, Aimee Mooney, Barry Oken, Melanie Fried-Oken
Brain-computer interface (BCI) researchers have shown increasing interest in soliciting user experience (UX) feedback, but the severe speech and physical impairments (SSPI) of potential users create barriers to effective implementation with existing feedback instruments. This article describes augmentative and alternative communication (AAC)-based techniques for obtaining feedback from this population, and presents results from administration of a modified questionnaire to 12 individuals with SSPI after trials with a BCI spelling system...
January 1, 2016: Brain Computer Interfaces
Gunilla Thunberg, Carl-Johan Törnhage, Stefan Nilsson
Hospitalization is a stressful context for all children and their families, but especially for children with communication difficulties. Effective communication using augmentative and alternative communication (AAC) strategies can play a critical role in preparing and supporting everyone involved in such situations to have discussions that minimize insecurity, allow children to express their concerns, and so decrease negative stress and anxiety. However, there is a critical need to identify robust and reliable ways of evaluating the effectiveness of interventions that seek to achieve this aim...
June 2016: Augmentative and Alternative Communication: AAC
Sarah Creer, Pamela Enderby, Simon Judge, Alex John
BACKGROUND: Commissioners and providers require information relating to the number of people requiring a service in order to ensure provision is appropriate and equitable for the population they serve. There is little epidemiological evidence available regarding the prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK. AIM: To determine the prevalence of people who could benefit from AAC in the UK. METHODS & PROCEDURES: An epidemiological approach was taken to create a new estimate of need: the prevalence of the main medical conditions and specific symptoms leading to the requirement for AAC were identified from the literature and AAC specialists were consulted to estimate the number of people who may require AAC...
April 26, 2016: International Journal of Language & Communication Disorders
Gillian S Townend, Peter B Marschik, Eric Smeets, Raymond van de Berg, Mariёlle van den Berg, Leopold M G Curfs
This paper provides a brief report on families' experiences of eye gaze technology as one form of augmentative and alternative communication (AAC) for individuals with Rett syndrome (RTT), and the advice, training and support they receive in relation to this. An online survey exploring communication and AAC was circulated to 190 Dutch families; of the 67 questionnaires that were returned, 63 had answered questions relating to eye gaze technology. These 63 were analysed according to parameters including: experiences during trial periods and longer-term use; expert knowledge, advice and support; funding; communicative progress; and family satisfaction...
2016: Journal of Developmental and Physical Disabilities
Jessica Gosnell Caron, Janice Light
PURPOSE: This pilot study aimed to expand the current understanding of how adolescents and young adults with cerebral palsy (CP) and complex communication needs use social media. METHOD: An online focus group was used to investigate the social media experiences of seven individuals with CP who used Augmentative and Alternative Communication (AAC). Questions posed to the group related to social media: (a) advantages; (b) disadvantages; (c) barriers; (d) supports; and (e) recommendations...
April 6, 2016: International Journal of Speech-language Pathology
Nimisha A Muttiah, David McNaughton, Kathryn D R Drager
PURPOSE: The majority of individuals with disabilities live in low- and middle-income (LAMI) countries; typically these individuals receive limited, if any, communication rehabilitation services. The present study investigated the experiences of eight augmentative and alternative communication (AAC) professionals who had provided instructional support for AAC service delivery in LAMI countries. METHOD: An online focus group was used to explore the training experiences of eight AAC professionals...
August 2016: International Journal of Speech-language Pathology
Ellen Rombouts, Bea Maes, Inge Zink
BACKGROUND: Support staff may diverge in their use of augmentative and alternative communication (AAC) and key word signing (KWS). AAC use is determined by multiple personal and environmental factors. In this study, the relation between KWS attitudes and usage was examined in support staff. METHOD: Twelve adults with an intellectual disability who use KWS were each filmed during a dyadic interaction with two professionals from their service: one had received first-hand (1HT) and the other second-hand KWS training (2HT)...
August 2016: Research in Developmental Disabilities
Amber Thiessen, David Beukelman, Karen Hux, Maria Longenecker
PURPOSE: The purpose of the study was to compare the visual attention patterns of adults with aphasia and adults without neurological conditions when viewing visual scenes with 2 types of engagement. METHOD: Eye-tracking technology was used to measure the visual attention patterns of 10 adults with aphasia and 10 adults without neurological conditions. Participants viewed camera-engaged (i.e., human figure facing camera) and task-engaged (i.e., human figure looking at and touching an object) visual scenes...
April 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Sangeun Shin, Katya Hill
BACKGROUND: Vocabulary frequency results have been reported to design and support augmentative and alternative communication (AAC) interventions. A few studies exist for adult speakers and for other natural languages. With the increasing demand on AAC treatment for Korean adults, identification of high-frequency or core vocabulary (CV) becomes essential. AIMS: The overall objective was to identify the frequency and commonality of spoken Korean words that occurred in spontaneous conversations for the development of AAC interventions...
July 2016: International Journal of Language & Communication Disorders
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