Augmentative and alternative communication interventions for persons with developmental disabilities: narrative review of comparative single-subject experimental studies

2006 ◽  
Vol 27 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Ralf W. Schlosser ◽  
Jeff Sigafoos
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Experimental Studies ◽  
Narrative Review ◽  
Single Subject ◽  
Alternative Communication ◽  
Communication Interventions

Speech-Language Pathologists’ Roles in the Delivery of Positive Behavior Support for Individuals With Developmental Disabilities

2004 ◽  
Vol 13 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Karen D. Bopp ◽  
Kenneth E. Brown ◽  
Pat Mirenda
Keyword(s):  
Developmental Disabilities ◽  
Positive Behavior Support ◽  
Augmentative And Alternative Communication ◽  
Positive Behavior ◽  
Functional Communication ◽  
Alternative Communication ◽  
Behavior Support ◽  
Speech Language Pathologists ◽  
Severe Developmental Disabilities ◽  
Communication Interventions

Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

2021 ◽  
pp. 026565902198939
Author(s):  
Yvonne HL Yong ◽  
Anuradha S Dutt ◽  
Mo Chen ◽  
Adeline M Yeong
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Acquisition Rate ◽  
Baseline Design ◽  
Instruction Condition ◽  
Speech Generating Device ◽  
Concurrent Operant ◽  
Picture Exchange ◽  
Based Instruction

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.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

scholarly journals Design and Implementation of an Augmentative and Alternative Communication System Based on MATLAB GUI

2021 ◽  
Vol 2113 (1) ◽  
pp. 012032
Author(s):  
Zihe Wang ◽  
Boyu Si ◽  
Jingwen Wang
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Communication System ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Word List ◽  
Augmentative Communication ◽  
Single Subject ◽  
Alternative Communication ◽  
Training Tool

Abstract In clinical practice, augmentative and alternative communication (AAC) is an effective training tool to improve the communication skills of individuals with language impairment, hearing impairment, and autism. However, there are few studies on the development of augmentative communication systems based on Mandarin Chinese in China. This study presents an augmentative communication system developed using the MATLAB GUI platform. The system consists of two parts: a learning part and a communication part, where the learning part provides the basis of the vocabulary content for the system, covering 5558 words, and its content is mainly a word list designed based on the content of special school language textbooks. The communication part provides the system with a complete discourse training content, mainly by arranging and combining the vocabulary content of the learning part to form a complete discourse. This aided communication system can expand the vocabulary of people with language expression disorders and improve their social communication skills. In addition, the effectiveness of the system was tested in a single-subject experiment, and the results showed that the augmentative communication system is effective in learning pronunciation, expanding vocabulary, and improving the social communication.

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