scholarly journals Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 397-412 ◽  
Author(s):  
Anna C. Schmidt-Naylor ◽  
Kathryn J. Saunders ◽  
Nancy C. Brady
Keyword(s):  
Intellectual Disabilities ◽  
Augmentative And Alternative Communication ◽  
Speech Intelligibility ◽  
Naming Task ◽  
Communication Strategy ◽  
Probe Design ◽  
Alternative Communication ◽  
Alphabetic Principle ◽  
Computer Based Training ◽  
Selection For

PurposeWe explored alphabet supplementation as an augmentative and alternative communication strategy for adults with minimal literacy. Study 1's goal was to teach onset-letter selection with spoken words and assess generalization to untaught words, demonstrating the alphabetic principle. Study 2 incorporated alphabet supplementation within a naming task and then assessed effects on speech intelligibility.MethodThree men with intellectual disabilities (ID) and low speech intelligibility participated. Study 1 used a multiple-probe design, across three 20-word sets, to show that our computer-based training improved onset-letter selection. We also probed generalization to untrained words. Study 2 taught onset-letter selection for 30 new words chosen for functionality. Five listeners transcribed speech samples of the 30 words in 2 conditions: speech only and speech with alphabet supplementation.ResultsAcross studies 1 and 2, participants demonstrated onset-letter selection for at least 90 words. Study 1 showed evidence of the alphabetic principle for some but not all word sets. In study 2, participants readily used alphabet supplementation, enabling listeners to understand twice as many words.ConclusionsThis is the first demonstration of alphabet supplementation in individuals with ID and minimal literacy. The large number of words learned holds promise both for improving communication and providing a foundation for improved literacy.

Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication

2019 ◽  
Vol 28 (3) ◽  
pp. 1000-1009
Author(s):  
Allison Bean ◽  
Lindsey Paden Cargill ◽  
Samantha Lyle
Keyword(s):  
Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Developmentally Appropriate ◽  
School Age Children ◽  
Alternative Communication ◽  
School Based ◽  
Selection For ◽  
Nonverbal Children ◽  
Grammatical Structures ◽  
Insufficient Knowledge

Purpose Nearly 50% of school-based speech-language pathologists (SLPs) provide services to school-age children who use augmentative and alternative communication (AAC). However, many SLPs report having insufficient knowledge in the area of AAC implementation. The objective of this tutorial is to provide clinicians with a framework for supporting 1 area of AAC implementation: vocabulary selection for preliterate children who use AAC. Method This tutorial focuses on 4 variables that clinicians should consider when selecting vocabulary: (a) contexts/environments where the vocabulary can be used, (b) time span during which the vocabulary will be relevant, (c) whether the vocabulary can elicit and maintain interactions with other people, and (d) whether the vocabulary will facilitate developmentally appropriate grammatical structures. This tutorial focuses on the role that these variables play in language development in verbal children with typical development, verbal children with language impairment, and nonverbal children who use AAC. Results Use of the 4 variables highlighted above may help practicing SLPs select vocabulary that will best facilitate language acquisition in preliterate children who use AAC.

Extended Communication Samples of Augmented Communicators I

1990 ◽  
Vol 55 (2) ◽  
pp. 217-224 ◽  
Author(s):  
Kathryn M. Yorkston ◽  
Kathleen Smith ◽  
David Beukelman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Total Sample ◽  
Single Word ◽  
Alternative Communication ◽  
Clinical Concern ◽  
Total Communication ◽  
Word Lists ◽  
Selection For ◽  
Compare And Contrast

Vocabulary selection for linguistically intact augmented communicators is a growing clinical concern. The purpose of this study as to compare and contrast the relative benefits of word lists that were individualized for these augmented subjects to word lists selected from standard vocabulary sources. Communication samples were collected for 14 consecutive days from 10 subjects who used augmentative and alternative communication (AAC) devices. These samples were analyzed to determine the frequency of single word occurrence, and the results were compared with those obtained from analysis of standard vocabulary lists. The conclusions of the study were (a) that when vocabulary lists are individually created, based on the frequency of word occurrence natural communication samples, relatively short lists can represent a large proportion of the total communication sample; (b) that individualized word lists are more efficient than standard vocabulary lists, if efficiency is defined as a large proportion of the total sample represented by a small list; and (c) that if used in their entirety, standard lists are not efficient because they contain large number of words that are rarely used.

Maternal Responsiveness to AAC

2010 ◽  
Vol 19 (4) ◽  
pp. 115-119 ◽  
Author(s):  
Kara F. Medeiros ◽  
Cynthia J. Cress
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Strategy ◽  
Maternal Responsiveness ◽  
Communication Behavior ◽  
Alternative Communication ◽  
Early Communication ◽  
Aided Aac ◽  
Language Measures

Abstract How a mother responds to her young child's early communication behavior has been found to contribute to the children's scores on cognitive and language measures. This effect has been found in both children with and without developmental disabilities. Aided augmentative and alternative communication (AAC) is a communication strategy used with young children with developmental disabilities. Currently, there have been no studies addressing how a mother's play with her children may change when an aided AAC device is added. In this study 25 dyads participated in familiar and unfamiliar to play with and without a BIGmack present. Mothers' responsive and directive behaviors were coded and compared across both types of play. When the two conditions were compared, mothers showed more overall responsiveness to their children's communication when the BIGmack was present. Mothers did not increase their directive behaviors significantly between the two conditions.

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