Learning of Dynamic Display AAC Technologies by Typically Developing 3-Year-Olds

2004 ◽  
Vol 47 (5) ◽  
pp. 1133-1148 ◽  
Author(s):  
Kathryn D. R. Drager ◽  
Janice C. Light ◽  
Rhonda Carlson ◽  
Karen D'Silva ◽  
Brittany Larsson ◽  
...  
Keyword(s):  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Learning Session ◽  
Initial Exposure ◽  
Developmental Models ◽  
Dynamic Display ◽  
System Layout

The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.

Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols

2009 ◽  
Vol 37 (1) ◽  
pp. 1-26 ◽  
Author(s):  
ANN SUTTON ◽  
NATACHA TRUDEAU ◽  
JILL MORFORD ◽  
MONICA RIOS ◽  
MARIE-ANDRÉE POIRIER
Keyword(s):  
Augmentative And Alternative Communication ◽  
Individual Response ◽  
Response Patterns ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Response Strategies ◽  
Graphic Symbols ◽  
Graphic Symbol ◽  
Simple Sentences

ABSTRACTChildren who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perform tasks involving sequences of graphic symbols. Thirty participants were asked to transpose spoken simple sentences into graphic symbols by selecting individual symbols corresponding to the spoken words, and to interpret graphic symbol utterances by selecting one of four photographs corresponding to a sequence of three graphic symbols. The results showed that these were not simple tasks for the participants, and few of them performed in the expected manner – only one in transposition, and only one-third of participants in interpretation. Individual response strategies in some cases lead to contrasting response patterns. Children at this age level have not yet developed the skills required to deal with graphic symbols even though they have mastered the corresponding spoken language structures.

Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

2016 ◽  
Vol 1 (12) ◽  
pp. 125-138 ◽  
Author(s):  
Arjan van Tilborg ◽  
Stijn R. J. M. Deckers
Keyword(s):  
Augmentative And Alternative Communication ◽  
Language Use ◽  
Multiple Disabilities ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
High Importance ◽  
Group 12 ◽  
Core Vocabulary ◽  
Language Sample

On the American Speech-Language-Hearing Association Community for Special Interest Group 12, Augmentative and Alternative Communication (AAC), a community member introduced a discussion related to the selection and use of core vocabulary with students with severe intellectual or multiple disabilities. It was questioned whether or not core vocabulary determined in typically developing children was applicable to AAC intervention in these students. The present article reviewed a vast amount of language sample studies related to core vocabulary in both typical and atypical populations. It was concluded that core vocabulary is comparable for both populations in various contexts, with various communication partners, over various topics, and in various modalities of language use. Core vocabulary is thus of high importance for all AAC users, regardless of physical or intellectual disabilities.

Meet Me More Than Half Way: Emotional Competence in Conversation Using AAC

2009 ◽  
Vol 18 (3) ◽  
pp. 73-77
Author(s):  
Bonnie Brinton ◽  
Martin Fujiki
Keyword(s):  
Augmentative And Alternative Communication ◽  
Emotional Competence ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Difficult Time ◽  
Emotional Aspects

Abstract Typically developing children learn about emotion through interactions with parents, caretakers, and peers. Children who use augmentative and alternative communication (AAC) have a difficult time talking about emotions. This article discusses the importance of emotional competence in interaction and to challenge those of us who work with children who use AAC to consider the emotional aspects of communication when designing and implementing interventions.

Enhancing Vocabulary Selection for Preschoolers Who Require Augmentative and Alternative Communication (AAC)

2001 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice C. Light ◽  
Tara Kramer Paige
Keyword(s):  
Augmentative And Alternative Communication ◽  
Subsequent Development ◽  
Field Testing ◽  
Future Research ◽  
Typically Developing ◽  
Alternative Communication ◽  
Line Drawings ◽  
Community Activities ◽  
Selection For ◽  
High Level

Augmentative and alternative communication (AAC) systems (e.g., communication books of line drawings, computer-based voice output systems) offer children with severe communication disabilities increased opportunities for participation in home, school, and community activities. However, without the appropriate vocabulary, AAC systems will not be effective. This project addressed the challenge of vocabulary selection for children who require AAC through two studies: (1) analysis of the vocabulary of typically developing preschoolers and (2) subsequent development and field testing of a vocabulary selection questionnaire. Language samples from five typically developing preschool children were analyzed to determine the words used and the content of the preschoolers’ language. Results indicated that a large portion of the words used by the participants was accounted for by a relatively limited number of words. Using these data and data from other studies in the field, a vocabulary selection questionnaire for professionals and parents was developed and field-tested. A total of 45 speech-language pathologists, teachers, and parents indicated a high level of satisfaction, with 93% of informants reporting that they would use the tool again and 98% of informants indicating that they would recommend it to other parents and professionals. Results from both studies are presented and discussed with reference to clinical implications and future research directions.

“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.

scholarly journals 15th Biennial Conference of International Society for Augmentative and Alternative Communication (ISAAC)

2012 ◽  
Vol 4 (1) ◽  
pp. 49-50
Author(s):  
Katya R. Hill
Keyword(s):  
International Society ◽  
Augmentative And Alternative Communication ◽  
Scientific Community ◽  
Future Research ◽  
Research Needs ◽  
Alternative Communication ◽  
Current Information ◽  
Biennial Conference

The 15th Biennial Conference of ISAAC will be held July 28  to August 4, 2012, in Pittsburgh, PA, USA. A Research Symposium will be held August 3-4, over a two-day period following the Main Conference. Participants will explore theoretical, methodological and empirical issues of interest within the scientific community. The symposium will include a working seminar on Tele-AAC: AAC Meets Telerehabilitation -- Envisioning Transformative Tele-AAC Research. This seminar is geared toward researchers, clinicians, educators and students who are interested in acquiring current information about telerehabilitation (telepractice) so that they might engage in and/or become knowledgeable consumers of Tele-AAC Research and identify current and future research needs and opportunities. 

Adaptation to Technology Use in Families of Children With Complex Communication Needs: An Integrative Review and Family Theory Application

2020 ◽  
Vol 26 (2) ◽  
pp. 153-178
Author(s):  
Patricia West ◽  
Marcia Van Riper ◽  
Gwen Wyatt ◽  
Rebecca Lehto ◽  
Sarah N. Douglas ◽  
...  
Keyword(s):  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Meta Analysis ◽  
Integrative Review ◽  
Future Research ◽  
Alternative Communication ◽  
Family Adaptation ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Conceptual Foundations

Families with children who have developmental disabilities and complex communication needs (CCNs) face challenging demands affecting family adaptation. Many children with CCNs use augmentative and alternative communication (AAC) devices to support communication, yet little is known about family adaptation to such technology. To fill this gap, an integrative review, guided by the Resiliency Model of Family Stress, Adjustment, and Adaptation was conducted to assess conceptual foundations and the state of the science of family adaptation among children utilizing AAC. Web-based searches were conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and the Mixed Methods Appraisal Tool. Thirty-three studies met eligibility. Findings demonstrated that to enhance the science underpinning family adaptation to AAC use, future research should be grounded conceptually and address important components of the Resiliency Model. Work in this emerging area will identify and facilitate nursing efforts to assist families as they adapt to communication technology.

scholarly journals Assessing Children's Anxiety Using the Modified Short State-Trait Anxiety Inventory and Talking Mats: A Pilot Study

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Stefan Nilsson ◽  
Margret Buchholz ◽  
Gunilla Thunberg
Keyword(s):  
Pilot Study ◽  
Trait Anxiety ◽  
Reliability And Validity ◽  
Future Research ◽  
Typically Developing ◽  
State Trait Anxiety Inventory ◽  
Typically Developing Children ◽  
Self Reports ◽  
Study Support ◽  
Children’S Anxiety

Background. Preoperative anxiety complicates treatment and requires assessment by nurses in children. Children, with or without disability, are helped when pictures are used to support communication. The purpose of this pilot study was to test the reliability and validity of the modified short State-Trait Anxiety Inventory (STAI) using a modified Talking Mats method in children undergoing day surgeries.Method. A modified short STAI with pictorial support along the lines of the Talking Mats method was pre- and postoperatively administered to 42 typically developing children aged three to nine years. The parents assessed the children’s anxiety, simultaneously and independently, by scoring the short STAI by proxy.Results. The modified short STAI showed moderate internal consistency and good construct validity in the age group seven to nine years.Conclusions. The results of this study support the use of the instrument for self-reports in children aged seven to nine years. Future research will explore the possibilities of also using this instrument for children with cognitive and communicative difficulties.

The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer
Keyword(s):  
Direct Instruction ◽  
Augmentative And Alternative Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Instructional Program ◽  
Future Research ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

scholarly journals Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading

2020 ◽  
Vol 29 (1) ◽  
pp. 80-100 ◽  
Author(s):  
Emily D. Quinn ◽  
Ann P. Kaiser ◽  
Jennifer R. Ledford
Keyword(s):  
Down Syndrome ◽  
Small Group ◽  
Augmentative And Alternative Communication ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Response Generalization ◽  
Multiple Probe

Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 ( M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt ( Binger, Kent-Walsh, Ewing, & Taylor, 2010 ) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538

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