Toward Functional Augmentative and Alternative Communication for Students With Autism

2003 ◽  
Vol 34 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Pat Mirenda
Keyword(s):  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Communication Aids ◽  
Alternative Communication ◽  
Expressive Communication ◽  
Alternative Method ◽  
Voice Output Communication Aids ◽  
Students With Autism ◽  
Voice Output

Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. The purpose of this article is to summarize research and directions for future research with regard to two questions related to the delivery of AAC supports to these individuals: (a) What AAC modality is preferable to use? and (b) What do we know about the use of voice output communication aids with people with autism?

A Retrospective Analysis of Technology Use Patterns of Students with Autism over a Five-Year Period

2000 ◽  
Vol 15 (3) ◽  
pp. 5-16 ◽  
Author(s):  
Pat Mirenda ◽  
Diana Wilk ◽  
Paul Carson
Keyword(s):  
Technology Use ◽  
Provincial Government ◽  
Annual Reports ◽  
Positive Outcomes ◽  
Communication Aids ◽  
Use Patterns ◽  
Expressive Communication ◽  
Voice Output Communication Aids ◽  
Students With Autism ◽  
Government Initiative

Since 1993, students with autism in British Columbia schools have received technology supports through a provincial government initiative. This retrospective, exploratory study involved a file review of students with autism who participated in this initiative over a five-year period. The following questions were addressed. Who were the students with autism to whom technology was provided? What type(s) of technology did they receive? What were the profiles of students who received specific types of technology? For which educational goal areas was technology used? How successful was it? Results suggested that the majority of students received technology for educational participation while a smaller number received voice output communication aids; some students received both types of technology. The primary goals for which technology was used were related to writing, expressive communication, and social interaction. When numerical “success scores” were assigned to teachers' annual reports of the outcomes of technology use, 60% of the students were assigned scores suggesting successful or very successful use, and only 12% were scored as having little or no success. Success scores did not appear to be related to students' cognitive ability, but students who received technology at a young age appeared to experience more success than those who received it as adolescents. The preliminary results are discussed in terms of the potential for positive outcomes of technology use by students with autism and the need for additional research in this area.

Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC

2009 ◽  
Vol 18 (4) ◽  
pp. 114-120 ◽  
Author(s):  
Kathryn D. R. Drager
Keyword(s):  
Autism Spectrum Disorders ◽  
Visual Information ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Alternative Communication ◽  
Expressive Communication ◽  
Future Research Directions ◽  
Spectrum Disorders

Traditionally, instruction in Augmentative and Alternative Communication (AAC) has focused on facilitating expressive communication. However, several related interventions also have been described, with the goal of enhancing input. These “aided modeling interventions” require that the speaking partner use AAC as well as speech, in order to provide a model to the AAC user that is consistent with the type of output that is expected. Such interventions also show the child how the system can be used and may facilitate comprehension for children who have difficulty with spoken words alone, by providing additional visual information. Aided modeling interventions share several components: (a) they are implemented during opportunities that arise out of natural contexts, (b) they augment the spoken input the child receives, and (c) they employ modeling to expand vocabulary. This article discusses the research evidence suggesting that aided modeling interventions may be effective for children with autism spectrum disorders (ASD). Future research directions are also discussed.

Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs

2018 ◽  
Vol 123 (5) ◽  
pp. 443-473 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Carly B. Gilson
Keyword(s):  
Systematic Review ◽  
Augmentative And Alternative Communication ◽  
Communicative Competence ◽  
Experimental Studies ◽  
Future Research ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Aided Aac ◽  
Communication Needs

AbstractBuilding the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A search yielded 48 studies involving 267 participants. Interventions were categorized according to three different approaches to aided AAC modeling—augmented input, models as prompts, and models within instructional demonstrations. Although the procedures varied, interventions were generally effective at improving diverse measures of expressive communication. This review provides insight for both researchers and practitioners by describing interventions involving three distinct approaches to aided AAC modeling, highlighting areas needing future research, and offering implications for practice.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

Compansion: From research prototype to practical integration

1998 ◽  
Vol 4 (1) ◽  
pp. 73-95 ◽  
Author(s):  
KATHLEEN F. MCCOY ◽  
CHRISTOPHER A. PENNINGTON ◽  
ARLENE LUBEROFF BADMAN
Keyword(s):  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Communication Aids ◽  
Alternative Communication ◽  
Communicative Ability ◽  
Linguistic Ability ◽  
Research Prototype ◽  
Intelligent Communication ◽  
Processing Techniques ◽  
Parser Generator

Augmentative and Alternative Communication (AAC) is the field of study concerned with providing devices and techniques to augment the communicative ability of a person whose disability makes it difficult to speak or otherwise communicate in an understandable fashion. For several years, we have been applying natural language processing techniques to the field of AAC to develop intelligent communication aids that attempt to provide linguistically correct output while increasing communication rate. Previous effort has resulted in a research prototype called Compansion that expands telegraphic input. In this paper we describe that research prototype and introduce the Intelligent Parser Generator (IPG). IPG is intended to be a practical embodiment of the research prototype aimed at a group of users who have cognitive impairments that affect their linguistic ability. We describe both the theoretical underpinnings of Compansion and the practical considerations in developing a usable system for this population of users.

“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

2015 ◽  
Vol 24 (4) ◽  
pp. 680-695 ◽  
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.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

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