Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence

2018 ◽  
Vol 27 (1) ◽  
pp. 24-36
Author(s):  
Ji Young Na ◽  
Krista Wilkinson ◽  
Jiali Liang
Keyword(s):  
Initial Data ◽  
Early Development ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Assessment Tool ◽  
Emotional Competence ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Korean Mothers ◽  
Communication Needs

Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

2019 ◽  
Vol 43 (6) ◽  
pp. 841-878 ◽  
Author(s):  
Joe Reichle ◽  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Jennifer Ganz
Keyword(s):  
Best Practices ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Communication Mode ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Selection Of

Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

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.

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.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

scholarly journals Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication

2021 ◽  
Author(s):  
Marianna Gregoriou ◽  
◽  
Eliada Pampoulou ◽  
George Milis ◽  
Keyword(s):  
Inclusive Education ◽  
Augmentative And Alternative Communication ◽  
Socioeconomic Background ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
One Stop ◽  
Communication Needs ◽  
Education Of Students ◽  
Support Students ◽  
Depth Interviews

Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.

Supporting Aided Augmentative and Alternative Communication Interventions for Individuals With Complex Communication Needs via Telepractice: A Tutorial

2021 ◽  
pp. 1-12
Author(s):  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Joe Reichle ◽  
Jolene Hyppa-Martin ◽  
Lauren Pierson ◽  
...  
Keyword(s):  
Rural Areas ◽  
Augmentative And Alternative Communication ◽  
Health Care Disparities ◽  
Relevant Literature ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Support Person ◽  
Intervention Delivery ◽  
Barriers To Access ◽  
Communication Needs

Purpose People who experience complex communication needs often benefit from interventions involving augmentative and alternative communication (AAC). However, barriers often prevent people from accessing high-quality AAC interventions. The COVID-19 pandemic likely further disrupted the onset or continuity of intervention. Furthermore, people with complex communication needs are typically at greater risk of experiencing health care disparities in general, particularly when people are culturally and linguistically diverse or reside in rural areas. Telepractice has supported the delivery of AAC interventions as an alternative model to replace or supplement in-person services during the pandemic. Considerations for how telepractice can continue to support intervention delivery to address barriers to access are discussed in this tutorial. Method We provide an overview of telepractice applications, guidance, and resources to support practitioners in developing and providing evidence-based AAC interventions via telepractice. We provide functional examples, sample questions, and practice resources (e.g., American Speech-Language-Hearing Association, National Telehealth Consortium). We describe intervention activities, discuss relevant literature, and address practice implications from our own research. Results We propose arrangements for initial planning for telepractice by the practitioner providing the intervention or consultation (for ease and clarity, this role is referred to as the “tele-provider”). We also discuss how to support recipients of these services, which likely include the person who communicates using AAC as well as a family member/caregiver or direct support person who is in the same physical location and who facilitates intervention implementation (for ease and clarity, this individual is referred to as the eHelper). Conclusions Telepractice has been necessary for many practitioners to provide AAC intervention continuity when in-person services have been unavailable during the pandemic. As this need resolves, telepractice is an important consideration for future innovation in AAC intervention delivery for greater access to supports and services. Supplemental Material https://doi.org/10.23641/asha.16620223

Sign in / Sign up

Export Citation Format

Share Document