Erratum to: Comparing Three Augmentative and Alternative Communication Modes for Children with Developmental Disabilities

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

Download Full-text

Evaluating Augmentative and Alternative Communication Modalities for Individuals With Developmental Disabilities: a Brief Review of the Last 5 Years

Current Developmental Disorders Reports ◽

10.1007/s40474-021-00226-0 ◽

2021 ◽

Author(s):

Amarie Carnett ◽

Christina Martin ◽

Cindy Gevarter

Keyword(s):

Developmental Disabilities ◽

Augmentative And Alternative Communication ◽

Alternative Communication ◽

Communication Modalities

Download Full-text

“My World Has Expanded Even Though I'm Stuck at Home”: Experiences of Individuals With Amyotrophic Lateral Sclerosis Who Use Augmentative and Alternative Communication and Social Media

American Journal of Speech-Language Pathology ◽

10.1044/2015_ajslp-15-0010 ◽

2015 ◽

Vol 24 (4) ◽

pp. 680-695 ◽

Cited By ~ 22

Author(s):

Jessica Caron ◽

Janice Light

Keyword(s):

Social Media ◽

Amyotrophic Lateral Sclerosis ◽

Augmentative And Alternative Communication ◽

Future Research ◽

Loss Of Function ◽

Alternative Communication ◽

Communication Modes ◽

Communication Needs ◽

Use Of Social Media ◽

Lateral Sclerosis

PurposeThis study aimed to expand the current understanding of how persons with amyotrophic lateral sclerosis (pALS) use augmentative and alternative communication and social media to address their communication needs.MethodAn online focus group was used to investigate the experiences of 9 pALS who use augmentative and alternative communication and social media. Questions posed to the group related to (a) current use of social media, (b) advantages of social media, (c) barriers to independent use, (d) supports to independent use, and (e) recommendations for developers, policy makers, and other pALS.ResultsParticipants primarily reported that use of social media was a beneficial tool that provided increased communication opportunities, connections to communication partners, and networks of support. Specific results are discussed with reference to the research as well as implications for practice and recommendations for future research.ConclusionsAs individuals with ALS experience loss of function, some communication modes may no longer be viable. Providing access to different modes of communication, including social media, can allow independence, participation and better quality of life.

Download Full-text

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796919900955 ◽

2020 ◽

Vol 45 (3) ◽

pp. 178-195

Author(s):

Ya-ping Wu ◽

Ming-chung Chen ◽

Ya-yu Lo ◽

Chun-han Chiang

Keyword(s):

Augmentative And Alternative Communication ◽

Science Learning ◽

Teaching Strategy ◽

Cognitive Disabilities ◽

Multiple Baseline ◽

Alternative Communication ◽

Peer Tutors ◽

School Students ◽

Significant Cognitive Disabilities ◽

Communication Modes

This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.

Download Full-text