Providing Augmentative and Alternative Communication Treatment to Persons With Progressive Nonfluent Aphasia

2010 ◽  
Vol 20 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Melanie Fried-Oken ◽  
Charity Rowland ◽  
Chris Gibbons
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Implications ◽  
Disease Course ◽  
Alternative Communication ◽  
Future Directions ◽  
Verbal Expression ◽  
Nonfluent Aphasia ◽  
Oregon Health ◽  
And Training ◽  
Progressive Nonfluent Aphasia

Abstract Augmentative and alternative communication (AAC) intervention offers people diagnosed with progressive nonfluent aphasia (PNFA) an opportunity to continue to communicate even as verbal expression declines. To date, there are no well-controlled studies reporting the effectiveness of AAC intervention with people who present with PNFA. Further, there is a pressing need for evidence about specific AAC intervention tools, techniques, and training protocols for persons with PNFA and their communication partners. We have engaged in research studies at the Oregon Health & Science University to quantify low-tech AAC supports for people with PNFA in highly controlled, as well as naturalistic, dyadic conversations. Preliminary results suggest that AAC provides strong lexical support for people with PNFA during conversation. We predict that training participants and their partners how to use personalized, low-tech communication boards will lead to reduced conversational scaffolding by partners and prolonged effective communication as the disease course progresses. Clinical implications and future directions of our research are discussed.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Augmentative and Alternative Communication Service by Speech–Language Pathologists in Taiwan

2018 ◽  
Vol 40 (3) ◽  
pp. 176-191 ◽  
Author(s):  
Meng-Ju Tsai
Keyword(s):  
Service Delivery ◽  
Augmentative And Alternative Communication ◽  
Hospital Setting ◽  
High Tech ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Leading Role ◽  
Communication Devices ◽  
And Training ◽  
Northern Taiwan

Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the article is to review the evolution of AAC service delivery by SLPs in Taiwan. Findings from Australia, New Zealand, and Hong Kong served as a reference. A questionnaire was mailed to 302 participants registered with the Speech-Language-Hearing Association of Taiwan (SLHA) as SLPs. A response rate is 33%. Most SLPs work in a department of rehabilitation in a hospital setting which is in northern Taiwan. Workshops held by the SLHA were the major resources for obtaining professional knowledge in AAC. Collaboration with an AAC team and training in the use of high-tech communication devices were the most desired forms of information and/or training. Implications are discussed.

scholarly journals Impact of Computerized “Sounding out” on Spelling Performance of a Child Who Uses AAC: A Preliminary Report

2011 ◽  
Vol 20 (4) ◽  
pp. 119-124 ◽  
Author(s):  
Jillian H. McCarthy ◽  
David R. Beukelman ◽  
Tiffany P. Hogan
Keyword(s):  
Augmentative And Alternative Communication ◽  
Preliminary Report ◽  
Preliminary Investigation ◽  
Written Language ◽  
Children And Youth ◽  
Baseline Session ◽  
Alternative Communication ◽  
Future Directions ◽  
Spelling Performance ◽  
Computer Equipment

Abstract Spelling is a vital skill for people who rely on augmentative and alternative communication (AAC). The ability to spell words provides an opportunity to create novel and spontaneous communication and increases educational, social, and employment opportunities for children and adults. However, many children and youth who rely on AAC struggle to gain functional spelling skills and written language. The purpose of this preliminary investigation was to develop a strategy to provide auditory letter-sounds using commercially available computer equipment and to evaluate how such a computerized “sounding out” strategy influences spelling accuracy for one child who required AAC support. The spelling accuracy of both consonants and vowels increased during intervention sessions when individual sounds associated with target words were provided compared to the baseline session when individual sounds were not provided. Future directions are discussed.

scholarly journals Augmentative and alternative communication in South Africa: Accessibility and implementation

1992 ◽  
Vol 39 (1) ◽  
Author(s):  
Erna Alant
Keyword(s):  
South Africa ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Community Based ◽  
Verbal Expression ◽  
Critical Issues ◽  
Training Evaluations

The paper deals with the development of a community-based service for the implementation of augmentative and alternative communication (AAC) strategies for people with severely limited verbal expression. The concept of community-based intervention is explained and the process of training as done in the Centre for Augmentative and Alternative Communication(CAAC), is described. Data of pre- and post-training evaluations is discussed as well as follow-up data obtained in the various training contexts. Finally, critical issues related to the follow-up data are discussed.

Expanding Availability of Speech-Generating Device Evaluation and Treatment to People With Amyotrophic Lateral Sclerosis (pALS) Through Telepractice: Perspectives of pALS and Communication Partners

2021 ◽  
Vol 30 (5) ◽  
pp. 2098-2114
Author(s):  
Amy Roman ◽  
Carolyn Baylor ◽  
Lindsay Johnson ◽  
Maya Barton
Keyword(s):  
Augmentative And Alternative Communication ◽  
Qualitative Interviews ◽  
Alternative Communication ◽  
Speech Generating Device ◽  
Communication Partners ◽  
Assessment And Treatment ◽  
Mobility Impaired ◽  
Time And Energy ◽  
And Training ◽  
Lateral Sclerosis

Purpose To examine the experiences of people with ALS (pALS) and their communication partners (cALS) regarding receiving speech-generating device (SGD) evaluation and treatment via telepractice. Method Eight pALS along with a primary cALS participated in telepractice SGD evaluation and treatment with an augmentative and alternative communication (AAC) specialist and representatives from multiple SGD vendors. Participants were interviewed postevaluation and post-SGD training to examine their experiences. Mixed methods data were collected through Likert scale responses and qualitative interviews. Results Telepractice SGD evaluation and training were feasible and resulted in all pALS receiving SGDs they were able to use to communicate. In both Likert rating items and qualitative interviews, participants rated the telepractice experience very highly in terms of giving them access to AAC services via an AAC specialist that they would not have otherwise been able to access, and doing so in a format that was possible given their limitations in mobility, endurance, and caregiver availability. Suggestions for improving the telepractice experience were provided. Conclusions Telepractice should be considered as an option to provide vital SGD services to patients who are geographically remote, mobility impaired, unable to leave their home, experience fatigue with travel, or otherwise would not have access to these specialized services. Telepractice allows patients to preserve their time and energy for the assessment and treatment sessions, resulting in perhaps deeper and more frequent engagement in evaluation and training. Telepractice could serve as an alternative to outpatient, in-person evaluations, or be utilized in conjunction with in-person appointments. Supplemental Material https://doi.org/10.23641/asha.15094257

scholarly journals Consumer Satisfaction with Telerehabilitation Service Provision of Alternative Computer Access and Augmentative and Alternative Communication

2015 ◽  
Vol 7 (2) ◽  
pp. 3-14 ◽  
Author(s):  
Edmund F. LoPresti ◽  
Andrew Jinks ◽  
Richard C. Simpson
Keyword(s):  
Assistive Technology ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Consumer Satisfaction ◽  
Likert Scale ◽  
Computer Access ◽  
Technology Evaluation ◽  
Alternative Communication ◽  
Satisfaction Questionnaire ◽  
And Training

Telerehabilitation (TR) services for assistive technology evaluation and training have the potential to reduce travel demands for consumers and assistive technology professionals while allowing evaluation in more familiar, salient environments for the consumer. Sixty-five consumers received TR services for augmentative and alternative communication or alternative computer access, and consumer satisfaction was compared with twenty-eight consumers who received exclusively in-person services. TR recipients rated their TR services at a median of 6 on a 6-point Likert scale TR satisfaction questionnaire, although individual responses did indicate room for improvement in the technology. Overall satisfaction with AT services was rated highly by both in-person (100% satisfaction) and TR (99% satisfaction) service recipients.

The Fruitfulness of a Nomothetic Approach to Investigating AAC

2003 ◽  
Vol 12 (1) ◽  
pp. 110-120 ◽  
Author(s):  
Dave D. Hochstein ◽  
Mark A. McDaniel ◽  
Sandra Nettleton ◽  
Katherine Hannah Neufeld
Keyword(s):  
Augmentative And Alternative Communication ◽  
Group Performance ◽  
Clinical Implications ◽  
Research Approach ◽  
Alternative Communication ◽  
Disability Status ◽  
Initial Basis ◽  
Nomothetic Approach ◽  
Abstract Words ◽  
Impaired Children

The observation that typical users of augmentative and alternative communication (AAC) systems vary widely in their characteristics raises issues about the utility of a nomothetic approach for investigating and evaluating important variables, as well as about the value of studying children without disabilities to contribute to the understanding of AAC systems. To provide an initial basis for examining the fruitfulness of the nomothetic approach, the effects of 2 fundamental variables, number of display levels (single vs. dual) and vocabulary abstractness (concrete vs. abstract words), on vocabulary acquisition were examined for children without disabilities and for speech impaired children with cerebral palsy (CP). Children demonstrated the same pattern of acquisition, regardless of disability status. Both groups of children made more errors on the dual-level display than on the single-level display and made more abstract errors than concrete errors. Importantly, the performance of individuals consistently conformed to group performance. These findings suggest that a nomothetic research approach that includes results of children without disabilities can usefully illuminate consequences of important variables in AAC systems. Clinical implications based on these findings were also discussed.

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