Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

Reading, Writing and AAC: Mobile Technology Strategies for Literacy and Language Development

2015 ◽  
Vol 24 (1) ◽  
pp. 19-25
Author(s):  
Kerry Davis ◽  
Sean Sweeney
Keyword(s):  
Mobile Technology ◽  
Augmentative And Alternative Communication ◽  
Low Cost ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Powerful Means ◽  
Communication Impairments ◽  
Technology Strategies

Mobile technology (e.g., tablets, smartphones) continues to take public school and overall therapeutic environments by storm. The merging of mobile technology and augmentative and alternative communication (AAC) can be a relatively low-cost solution for individuals with communication impairments. Still, practitioners need to be equipped to make informed decisions about when, how, and why specific mobile technologies and related applications might support a child's language, literacy, and academic skills, possibly in conjunction with AAC. Language and literacy development are a critical aspect of a speech-language pathologist's scope of practice (American Speech-Language-Hearing Association, 2007). Therefore, when considering mobile technologies for learning, the practitioner needs to consider the interplay between reading, writing, and communication. For children with complex communication profiles, speech-language pathologists can use mobile technologies as a powerful means to foster communication, language, and literacy skills.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

AAC Supporting Literacy Instruction for Individuals With Deafblindness

2017 ◽  
Vol 2 (12) ◽  
pp. 98-106
Author(s):  
Christopher Brum
Keyword(s):  
Literacy Instruction ◽  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Use Of Technology ◽  
Communication Supports

This paper aims to provide an overview of literacy as it relates to children with deafblindness, including information on literacy instruction and specific examples of activities that support literacy development for this population. It will also explain how augmentative and alternative communication supports, including the use of technology, can be integrated into literacy instruction for individuals with deafblindness.

scholarly journals An AAC Mobile-Based Application for People with Intellectual Disability: A Case Study in Brazil

2020 ◽  
Vol 2020 ◽  
pp. 1-12
Author(s):  
Mauro José Conte ◽  
Marcelo Gitirana Gomes Ferreira ◽  
Alejandro R. García Ramírez
Keyword(s):  
Intellectual Disability ◽  
Augmentative And Alternative Communication ◽  
Communication Disorders ◽  
User Centered Design ◽  
Alternative Communication ◽  
Educational Value ◽  
Rehabilitation Process ◽  
System Usability Scale ◽  
System Usability

Augmentative and Alternative Communication (AAC) techniques are employed to mediate communication with people who have communication disorders, as in cases of intellectual disability. Although there are various digital solutions that promote alternative communication options for individuals with communication disorders, only a few of them have been specifically designed or targeted to people with intellectual disability (ID). This work is motivated by the lack of AAC solutions contributing to the rehabilitation processes of individuals with intellectual disability in Brazil. The study presents a mobile-based AAC solution conceived as a tool to assist the rehabilitation process of people with ID. The design was based on user-centered design principles and accessibility standards. The System Usability Scale (SUS) questionnaire was used to evaluate the solution. Four specialists and twenty-five students participated in this study. The proposed solution shows the potential educational value for professionals who assist individuals with intellectual disability in Brazil.

Translingual Writing in a Linguistically Diverse Primary Classroom

2019 ◽  
Vol 51 (4) ◽  
pp. 480-503 ◽  
Author(s):  
Emily Machado ◽  
Paul Hartman
Keyword(s):  
American English ◽  
Linguistically Diverse ◽  
Elementary Classrooms ◽  
Second Grade ◽  
Environmental Print ◽  
Developmental Spelling ◽  
Attention To Students ◽  
Grade Classroom ◽  
Case Study Methods

Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.

Communication Partner Training to Increase Interactive Communication Using Augmentative and Alternative Communication: A Case Study

2019 ◽  
Vol 4 (4) ◽  
pp. 584-592
Author(s):  
Lori Marra ◽  
Katie Micco
Keyword(s):  
Augmentative And Alternative Communication ◽  
Strategy Instruction ◽  
Training Model ◽  
Alternative Communication ◽  
Interactive Communication ◽  
Functional Activities ◽  
Specific Device ◽  
Communication Needs ◽  
Communication Partner Training

Purpose The purpose of this clinical focus article was to assess the communication partner's (CP) perception regarding the effectiveness of a CP training model to support augmentative and alternative communication (AAC) use within a parent–adolescent dyad. Method This case study implements an adaptation of an 8-stage strategy instruction protocol for teaching aided language modeling across functional activities. Procedures for designing CP training to meet the specific needs of a particular CP and an individual using AAC (IUA) are offered. Pre- and posttraining questionnaires surveyed the CP's feelings and knowledge about using the AAC strategies and the IUA's AAC skill level. Results Quantitative and qualitative analyses of the CP's responses on the pre- and posttraining questionnaires revealed more confidence in supporting her son when using his device, increased knowledge of strategies to support AAC use, and increased understanding of the device operation. She also perceived that her son used his device more confidently and effectively in a variety of ways. Conclusion CP training that includes strategy instruction, along with practice and feedback, helps to increase the CP's and the IUA's understanding of the specific device and how to use it in more naturalistic, functional settings and situations. Since the CP's needs are similar across developmental and neurogenic groups, the direct strategy instruction described in this clinical focus article can be used by practicing clinicians working with pediatric or neurogenic populations to teach communication and operational skills. The results suggest that CP training should be included in treatment planning for speech-language pathologists working with individuals with complex communication needs who use AAC.

Shared Storybook Reading – An Authentic Context for Developing Literacy, Language, and Communication Skills

2014 ◽  
Vol 23 (4) ◽  
pp. 182-191 ◽  
Author(s):  
Sally Clendon ◽  
Karen Erickson ◽  
Retha J. van Rensburg ◽  
Jessamy Amm
Keyword(s):  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Storybook Reading ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Literacy Outcomes ◽  
Shared Storybook Reading ◽  
Language And Communication ◽  
Communication Needs ◽  
Authentic Context

Shared storybook reading provides an authentic context for facilitating the literacy, language, and communication skills of children with complex communication needs who use augmentative and alternative communication (AAC). This paper discusses the research surrounding the effectiveness of shared storybook reading and provides suggestions on how to maximize the language and literacy outcomes for children who use AAC. The paper highlights how simple AAC technologies, aided language displays, and picture communication symbols can be used to support communication during shared storybook reading for beginning communicators. In addition, it outlines how systematic strategies can be implemented to extend the communication skills of children with access to comprehensive AAC systems. Finally, the paper discusses the need to select books for shared storybook reading that are appealing, engaging, and age-appropriate, and the importance of providing frequent opportunities for repeated readings.

The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC

2017 ◽  
Vol 2 (12) ◽  
pp. 13-22 ◽  
Author(s):  
Patti L. Solomon-Rice ◽  
Gloria Soto ◽  
Wesley Heidenreich
Keyword(s):  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Background Information ◽  
High Tech ◽  
Alternative Communication ◽  
Complex Sentences ◽  
Communication Partner ◽  
Communication Needs ◽  
The Impact ◽  
Pragmatic Presupposition

Children with complex communication needs often rely on augmentative and alternative communication (AAC) to communicate. Use of AAC can result in messages with limited syntax and morphology that are difficult for communication partners to understand. This case study examines the linguistic productions of a child who uses high-tech AAC, with emerging literacy skills, under two pragmatic presupposition conditions. In Condition 1, the child believes the communication partner has a larger amount of background information about the topic being discussed. In Condition 2, the child presupposes the communication partner has less background information about the topic being discussed. Condition 2 resulted in the child's production of more complex morphology and syntax in comparison to Condition 1. The results suggest pragmatic presupposition might have impacted the level of morphologic and syntactic complexity produced. Possible clinical implications and suggestions for facilitating production of linguistically complex sentences are discussed.

An Adapted Assessment Model for Emergent Literacy Conducted via Telepractice

2015 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Schea N. Fissel ◽  
Pamela R. Mitchell ◽  
Robin L. Alvares
Keyword(s):  
Service Delivery ◽  
Emergent Literacy ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Assessment Model ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Augmentative Alternative Communication ◽  
Communication Needs

Children with complex communication needs (CCN) exhibit multiple needs in a variety of domains, including language, literacy, and speech. Children with CCN often require augmentative/alternative communication (AAC), a mode of communication designed to compensate for the communication and related disability patterns of individuals with CCN (Light, Beukelman, & Reichle, 2003). Given the diverse needs of this population, service provision presents challenges to teachers and therapists alike. Telepractice service provision offers solutions to guide service delivery for children with CCN, who may be located in remote settings with limited access to AAC specialists. The tele-AAC working group of the International Society on Augmentative and Alternative Communication (ISAAC) 2012 Research Symposium highlighted a need for increased information on telepractice service delivery for children with CCN in the area of literacy. To date, evidence-based practices for assessment of literacy skills in children with CCN are limited. In addition, literacy assessment for children with CCN via telepractice presents challenges requiring adaptation for telepractice service delivery. This paper summarizes existing literature examining literacy assessment and intervention, and applies these principles to development and implementation of adapted literacy assessment methods conducted via telepractice for a child with CCN.

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