Psychometric and Logometric Properties of the Armenian Version of Augmentative and Alternative Communication Assessment Questionnaire: Assessing Reliability and Validity

2022 ◽  
Author(s):  
Tigran R. Petrosyan ◽  
Armenuhi V. Avagyan ◽  
Anush A. Petrosyan ◽  
Tatev V. Margaryan ◽  
Hasmik H. Mkrtchyan
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reliability And Validity ◽  
Alternative Communication ◽  
Communication Assessment ◽  
Assessment Questionnaire

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

Word-Finding Support From Mobile Technology Benefits a Woman With Aphasia

2015 ◽  
Vol 24 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Yvonne Gillette
Keyword(s):  
Mobile Technology ◽  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Feature Matching ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Alternative Intervention ◽  
Communication Assessment ◽  
Word Finding ◽  
Intervention Costs

Mobile technology provides a solution for individuals who require augmentative and alternative intervention. Principles of augmentative and alternative communication assessment and intervention, such as feature matching and the participation model, developed with dedicated speech-generating devices can be applied to these generic mobile technologies with success. This article presents a clinical review of an adult with aphasia who reached her goals for greater communicative participation through mobile technology. Details presented include device selection, sequence of intervention, and funding issues related to device purchase and intervention costs. Issues related to graduate student clinical education are addressed. The purpose of the article is to encourage clinicians to consider mobile technology when intervening with an individual diagnosed with mild receptive and moderate expressive aphasia featuring word-finding difficulties.

A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains

2021 ◽  
pp. 1-11
Author(s):  
Thomas Kovacs
Keyword(s):  
Continuing Education ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Perceived Competence ◽  
Evidence Base ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Communication Assessment ◽  
Pragmatic Skills ◽  
Training Practice

Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessing semantic and pragmatic skills positively. Otherwise, a majority of participants rated preprofessional training for assessment and intervention negatively across language domains. High interest in continuing education opportunities addressing assessment and intervention was found across language domains. A discrepancy between responses to questions addressing semantic and pragmatic skills and responses to questions addressing phonological, morphological, and syntactic skills was consistently found for ratings of preprofessional training, practice, perceived competence, and adequacy of resources. In all cases, higher frequencies of positive ratings were found for questions addressing semantic and pragmatic skills. Conclusions Improved preprofessional training and continuing education opportunities are needed to support AAC assessment and intervention across language domains. Perspectives and practice patterns reflect a historical emphasis on semantic and pragmatic skills in the external evidence base, even though there are several recent journal articles addressing morphology and syntax in clients who use AAC.

scholarly journals Highlights Of Principles Used For Augmentative And Alternative Communication Assessment In Patients With Central Nervous System Disorders

2020 ◽  
Vol 2 (2) ◽  
pp. 25-34
Author(s):  
Hasmik Mkrtchyan
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Language Assessment ◽  
Assessment Process ◽  
Alternative Communication ◽  
Communication Assessment ◽  
Intervention Process ◽  
Complex Procedure ◽  
Neurological Conditions ◽  
Ongoing Support

Different technologies are used, including Augmentative and Alternative Communication (AAC), which can improve communication competences and life participation in patients with neurological conditions and communication deficits. The assessment of patients for the AAC need is a complex procedure encompassing not only speech and language assessment but also evaluation of cognitive, motor, visual, auditory, perceptive, and a variety of other general factors that influence the process of AAC method selection. Different standardized linguistic tools are used in the assessment process. Reassessments are an indisputable part of the AAC intervention process. Training of patients, caregivers, and other primary communication partners is imperative to ensure the successful use of communication technologies. The patients must take part in assessor controlled device trials to reveal the most appropriate AAC technology. Whenever needed, the AAC training ensures the permanent use of the technologies, providing ongoing support to the families once the skilled intervention is discontinued.

scholarly journals Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays

2017 ◽  
Vol 26 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Andrea Barton-Hulsey ◽  
Jane Wegner ◽  
Nancy C. Brady ◽  
Betty H. Bunce ◽  
Rose A. Sevcik
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Scene ◽  
Future Research ◽  
Functional Communication ◽  
Alternative Communication ◽  
Communication Assessment ◽  
Speech Generating Device ◽  
Symbol Comprehension ◽  
Communication Needs

Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.

Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews

2021 ◽  
pp. 152574012110171
Author(s):  
Miechelle McKelvey ◽  
Kristy S. E. Weissling ◽  
Shelley K. Lund ◽  
Wendy Quach ◽  
Aimee Dietz
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Assessment Process ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Communication Assessment ◽  
Language Pathology ◽  
Method Of Assessment ◽  
Lateral Sclerosis

This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were (a) What areas are assessed by AAC specialists evaluating individuals with ALS and (b) How do specialists evaluate the areas identified. In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.

Conducting an Augmentative and Alternative Communication Assessment as a School-Based Speech-Language Pathologist: A Collaborative Experience

2015 ◽  
Vol 16 (3) ◽  
pp. 105-117 ◽  
Author(s):  
Janet Dodd ◽  
Alicia Schaefer ◽  
Aaron Rothbart
Keyword(s):  
Augmentative And Alternative Communication ◽  
Position Statement ◽  
Scope Of Practice ◽  
Alternative Communication ◽  
Speech Language Pathologist ◽  
Communication Assessment ◽  
School Based ◽  
Aged Child ◽  
Therapy Services

In addition to providing services to children who demonstrate speech and language impairments, it is within a speech-language pathologist's (SLP's) scope of practice to “recognize and hold paramount the needs and interests of individuals who may benefit from AAC [Augmentative and Alternative Communication]” (American Speech-Language-Hearing Association (ASHA), 2005, Position Statement section, para. 3). However, in spite of nearly one-half of all school-based SLPs reporting they provide services to nonverbal students who utilize AAC systems (ASHA 2012; Kent-Walsh, Stark, & Binger, 2008; Proctor & Oswalt, 2008) many SLPs across the country still do not feel adequately trained to assess and provide therapy services to these children (Costigan & Light, 2010; Kent-Walsh et al., 2008; Light, Drager, Currall, & Roberts, 2012). It is becoming increasingly necessary for all SLPs to assume responsibilities in the AAC process. The case study presented in this article illustrates the collaborative process of conducting an AAC assessment for a preschool-aged child.

The Evaluation of Children with an Autism Spectrum Disorder: Adaptations to Accommodate a Telepractice Model of Clinical Care

2014 ◽  
Vol 4 (2) ◽  
pp. 42-51 ◽  
Author(s):  
Anna A. Allen ◽  
Howard C. Shane
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Care ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Language Program ◽  
Communication Assessment ◽  
Assessment Approach ◽  
Site Evaluation ◽  
Spectrum Disorders

Telepractice is increasingly applied to assessment and intervention for persons with autism spectrum disorders (ASD), and the use of telepractice for delivering augmentative and alternative communication (AAC) services is expanding. To date, no studies have focused on the assessment of communication in children with ASD who are minimally verbal. This case exploration represents a first attempt to apply the clinical assessment approach (also known as Visual Immersion System) developed in the Autism Language Program in the Center for Communication Enhancement (CCE) at Boston Children's Hospital (BCH) through a telepractice service delivery model. In this paper we detail an on-site evaluation, and then describe the application of the various evaluation components to telepractice delivery. Our findings provide preliminary evidence that communication assessment information can be successfully obtained for this population via telepractice. The results demonstrated that the telepractice evaluation took greater time to complete than the on-site evaluation, likely due to both technical and cultural factors. Further study is warranted particularly in the delivery of family instruction materials prior to the evaluation and to quality assurance measures.

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