Language Sample Collection and Analysis in People Who Use Augmentative and Alternative Communication: Overcoming Obstacles

2021 ◽  
Vol 30 (1) ◽  
pp. 47-62
Author(s):  
Aine Mooney ◽  
Allison Bean ◽  
Amy Miller Sonntag
Keyword(s):  
Standardized Testing ◽  
Augmentative And Alternative Communication ◽  
Relevant Information ◽  
Valuable Insight ◽  
Alternative Communication ◽  
Sample Collection ◽  
Language Abilities ◽  
Systematic Analysis ◽  
Parts Of Speech ◽  
Language Sample

Purpose Language sample collection and analysis provides important information regarding the language abilities of individuals for whom standardized testing may not be appropriate, such as persons who use augmentative and alternative communication (PWUAACs). Despite its clinical utility, language sample collection and analysis has not been fully incorporated into the assessment of PWUAACs due to a variety of challenges. This study seeks to investigate the ability of language sample collection and analysis to provide clinically relevant information and explore ways to circumvent language sample collection and analysis challenges for PWUAACs. Method This is a case study of the narratives of two PWUAACs, one child and one adult. Analyses were conducted using manual calculations and computerized language sample analysis software (i.e., Systematic Analysis of Language Transcripts and Child Language Exchange System) and Realize Language. Conclusion Although the language samples took longer to complete relative to verbal controls, the information obtained from language sample collection and analysis provided valuable insight into the language system of the two participants that would not be revealed through standardized language assessment, including the distribution of their parts of speech and syntactic complexity. Given the important clinical data that may be obtained through language sample collection and analysis, we propose strategies to enable clinicians to overcome previously identified challenges.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Using SALT: Considerations for the Analysis of Language Transcripts of Children Who Use SGDs

2016 ◽  
Vol 1 (12) ◽  
pp. 110-124 ◽  
Author(s):  
Gat Savaldi-Harussi ◽  
Gloria Soto
Keyword(s):  
Augmentative And Alternative Communication ◽  
High Tech ◽  
Common Salt ◽  
Alternative Communication ◽  
Systematic Analysis ◽  
Language Sampling ◽  
Wide Range ◽  
Language Measures ◽  
New Variables ◽  
Language Sample

This paper exemplifies the process we used to customize the Systematic Analysis of Language Transcripts (SALT) software to monitor a wide range of language measures for children who use high-tech speech-generating devices (SGDs) when taking into consideration two main characteristics of aided communication: multimodality and co-constructed interaction structure. General considerations relevant to Language Sampling and Analysis (LSA) and examples of their applications are described in conversations between young aided speakers (child) and natural speakers (adult) and include the following stages: (a) eliciting and videotaping a representative sample of the child's language; (b) transcribing verbatim the language sample according to SALT conventions and modifications; and (c) analyzing the language sample with the common SALT commands and new variables (codes) measures. Our findings suggest that SALT software can be easily adapted and used as a tool for augmentative and alternative communication (AAC) evidence-based practice.

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.

scholarly journals The Effects of Parent Education on Perceptions of Augmentative and Alternative Communication

2021 ◽  
Vol 26 (4) ◽  
pp. 834-846
Author(s):  
Sangmin Kim ◽  
HyunJu Park ◽  
Sangeun Shin
Keyword(s):  
Parent Education ◽  
Education Program ◽  
Cognitive Skills ◽  
Augmentative And Alternative Communication ◽  
Relevant Information ◽  
Alternative Communication ◽  
Positive Effects ◽  
Degree Of Satisfaction ◽  
The Difference ◽  
Communication Needs

Objectives: Parents’ incomplete knowledge of AAC is apt to make them believe in misconceptions about AAC, which hinders them from having the appropriate interventions for their children. Considering the fact that parents’ perception of AAC has a large impact on AAC intervention, this study aims to examine the effects of parent education on the perception of AAC.Methods: Twenty-five mothers of children with complex communication needs participated in the study. Parent Education is designed as a 40-minute program consisting of (1) introduction to AAC, (2) exploring AAC systems, (3) developing linguistic competence using AAC, (4) tips for using AAC at home, and (5) policies and financial support. Extra time for question-and-answers was provided to each participant. To measure the effect of parent education on parents’ AAC perception and the relationship of participants’ change in perception with their satisfaction with the education program, two types of survey questionnaires were developed.Results: The repeated measured ANCOVA showed that the difference between the total scores of pre-and post-surveys was significant. The Spearman’s rho was .443, indicating a moderate positive correlation between the degree of satisfaction and the change in AAC perception.Conclusion: This study showed that parent education had a positive effect on parents’ perceptions of AAC overall. In particular, there was a significant change of opinion in the misconception that children must have intact cognitive skills to use speech-generating devices, the idea which showed the lowest scores in the pre-survey. It seems that the education program which focused on correcting misconceptions about AAC and providing relevant information and opportunities to use AAC devices helped to lead to these positive effects.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

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.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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.

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