Forum on Morphosyntax Assessment and Intervention for Children

2020 ◽  
Vol 51 (2) ◽  
pp. 179-183
Author(s):  
Amanda J. Owen Van Horne
Keyword(s):  
Goal Setting ◽  
Oral Language ◽  
Augmentative And Alternative Communication ◽  
Treatment Guidelines ◽  
Explicit Instruction ◽  
Bilingual Children ◽  
Alternative Communication ◽  
Assessment And Treatment ◽  
Traditional Grammar ◽  
Effective Use

Purpose This forum consists of articles that address the need for and approaches to assessment and treatment of morphology and syntax in children. Drawing on papers submitted by diverse laboratories working with multiple populations, this forum includes several articles describing different approaches to treatment, guidelines for goal setting, and assessment methods. Populations described include monolingual and bilingual children who speak English, Dutch, and Spanish, who use oral language and/or augmentative and alternative communication to communicate. Conclusion The current tools available to support traditional grammar therapy are changing and increasing. An emphasis on manualized treatments, treatments that include drill and explicit instruction, and assessment and treatment tools for a variety of populations across a wide age span are included here. Further work is needed to fully develop these promising tools and approaches for the most effective use.

Language Differentiation Using Augmentative and Alternative Communication: An Investigation of Spanish–English Bilingual Children With and Without Language Impairments

2020 ◽  
pp. 1-16
Author(s):  
Marika R. King ◽  
MaryAnn Romski ◽  
Rose A. Sevcik
Keyword(s):  
Augmentative And Alternative Communication ◽  
Language Impairments ◽  
Bilingual Children ◽  
Similar Response ◽  
Alternative Communication ◽  
Language Switching ◽  
English Bilingual ◽  
Ipad App ◽  
Switching Task ◽  
Cognitive Cost

Purpose Children with severe speech and language impairments growing up in dual language environments may communicate in more than one language using augmentative and alternative communication (AAC). This study investigated predictors of bilingual children's ability to differentiate between Spanish and English using an AAC iPad app during a cued language-switching task and examined whether switching between languages using AAC incurred a cognitive cost. Method Participants were 58 Spanish–English bilingual children ages 4;0–6;11 (years;months; 23 with language impairments). Children received standardized language and cognitive assessments and completed an experimental language-switching task in which they were asked to differentiate between languages using an AAC iPad app containing English and Spanish vocabulary layouts paired with voice output. Results Results of a binary logistic regression indicated that, when controlling for age, processing speed significantly predicted whether children were classified as high or low performers on the experimental task. Nonparametric tests indicated that switching between languages did not incur a cognitive cost as evidenced by similar response times on trials where participants were required to switch between languages compared to trials where they did not switch. Conclusion This study contributes to the understanding of how young bilingual children with and without language impairments conceptualize and discriminate between languages represented in a visual–graphic modality paired with speech output. Supplemental Material https://doi.org/10.23641/asha.13289330

Expanding Availability of Speech-Generating Device Evaluation and Treatment to People With Amyotrophic Lateral Sclerosis (pALS) Through Telepractice: Perspectives of pALS and Communication Partners

2021 ◽  
Vol 30 (5) ◽  
pp. 2098-2114
Author(s):  
Amy Roman ◽  
Carolyn Baylor ◽  
Lindsay Johnson ◽  
Maya Barton
Keyword(s):  
Augmentative And Alternative Communication ◽  
Qualitative Interviews ◽  
Alternative Communication ◽  
Speech Generating Device ◽  
Communication Partners ◽  
Assessment And Treatment ◽  
Mobility Impaired ◽  
Time And Energy ◽  
And Training ◽  
Lateral Sclerosis

Purpose To examine the experiences of people with ALS (pALS) and their communication partners (cALS) regarding receiving speech-generating device (SGD) evaluation and treatment via telepractice. Method Eight pALS along with a primary cALS participated in telepractice SGD evaluation and treatment with an augmentative and alternative communication (AAC) specialist and representatives from multiple SGD vendors. Participants were interviewed postevaluation and post-SGD training to examine their experiences. Mixed methods data were collected through Likert scale responses and qualitative interviews. Results Telepractice SGD evaluation and training were feasible and resulted in all pALS receiving SGDs they were able to use to communicate. In both Likert rating items and qualitative interviews, participants rated the telepractice experience very highly in terms of giving them access to AAC services via an AAC specialist that they would not have otherwise been able to access, and doing so in a format that was possible given their limitations in mobility, endurance, and caregiver availability. Suggestions for improving the telepractice experience were provided. Conclusions Telepractice should be considered as an option to provide vital SGD services to patients who are geographically remote, mobility impaired, unable to leave their home, experience fatigue with travel, or otherwise would not have access to these specialized services. Telepractice allows patients to preserve their time and energy for the assessment and treatment sessions, resulting in perhaps deeper and more frequent engagement in evaluation and training. Telepractice could serve as an alternative to outpatient, in-person evaluations, or be utilized in conjunction with in-person appointments. Supplemental Material https://doi.org/10.23641/asha.15094257

Successful Use of Facilitated Communication With an Oral Child

1995 ◽  
Vol 38 (3) ◽  
pp. 658-676 ◽  
Author(s):  
M. Lori Janzen-Wilde ◽  
Judith Felson Duchan ◽  
D. Jeffery Higginbotham
Keyword(s):  
Oral Language ◽  
Augmentative And Alternative Communication ◽  
Oral Communication ◽  
Alternative Communication ◽  
Function Words ◽  
Facilitated Communication ◽  
Physical Support ◽  
Oral Skills ◽  
Verbal Scaffolding ◽  
Better Than

A 6½ -year-old child’s oral and spelled utterances were compared over a 3-month period as he was trained to use Facilitated Communication (FC), a method of augmentative and alternative communication. The child’s language with FC was significantly better than his oral language in length of utterances, novelty of utterances, and syntactic complexity. His language with FC also contained more function words and over time was more intelligible and required less verbal scaffolding than his oral communication. Evidence that he was authoring his own messages during his facilitated spelling was found in his idiosyncratic use of language and his ability to convey verifiable information that was unknown to the facilitator. The strongest evidence came later with his ability to type messages without physical support. The results suggest the potential for using FC with children who have some functional oral skills but cannot express themselves fully in the oral modality. The method can serve as a means of investigating language potential and as a transition to literacy and independent typed communication.

Using Images With Individuals With Aphasia: Current Research and Clinical Trends

2018 ◽  
Vol 27 (1S) ◽  
pp. 504-515 ◽  
Author(s):  
Jessica Brown ◽  
Amber Thiessen
Keyword(s):  
Augmentative And Alternative Communication ◽  
Current Knowledge ◽  
Communication Strategies ◽  
Image Feature ◽  
Future Research ◽  
Caregiver Training ◽  
Alternative Communication ◽  
Support Design ◽  
Assessment And Treatment ◽  
Image Use

Purpose Visuographic supports in the form of images are utilized during assessment and treatment for individuals with aphasia to supplement speech, language, and cognitive losses limiting communication. Clinicians rely on prior experience and intuition to make decisions regarding image-based support design and selection (e.g., augmentative and alternative communication strategies). Researchers have begun to focus on the relationship between the images and the benefits they provide for adults with aphasia. Method The aim of this review—resulting from a roundtable discussion at the 2016 Clinical Aphasiology Conference—was to disseminate summaries of current and past researches regarding image use by individuals with aphasia and to highlight areas of need within research and practice. Results Review of the literature illuminated 4 major themes: (a) image creation, capture, and sharing; (b) image characteristics; (c) image use across linguistic domains and contexts; and (d) implications for clinical and research practices. Conclusions Reviewing current knowledge and practice regarding the use of visual supports for individuals with aphasia is essential to advancing therapeutic practices and providing evidence-based protocols for creating, selecting, and implementing images within augmentative and alternative communication strategies. Several gaps in knowledge were identified as future research needs (e.g., caregiver training and enhanced image feature investigation).

Recent Advances in Augmentative and Alternative Communication

2015 ◽  
pp. 128-140
Author(s):  
Toby B. Mehl-Schneider
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Novel Technologies ◽  
Recent Advances ◽  
Assessment And Treatment ◽  
Communication Needs

With the increased development of mobile technologies, such as smartphones and tablets (i.e. iPhone, iPad), the field of augmentative and alternative communication (AAC) has changed rapidly over the last few years. Recent advances in technology have introduced applications (apps) for AAC purposes. These novel technologies could provide numerous benefits to individuals with complex communication needs. Nevertheless, introducing mobile technology apps is not without risk. Since these apps can be purchased and retrieved with relative ease, AAC assessments and collaborative evaluations have been circumvented in favor of the “quick fix”-simply ordering a random app for a potential user, without fully assessing the individual's needs and abilities. There is a paucity of research pertaining to mobile technology use in AAC. Therapists, parents and developers of AAC applications must work collaboratively to expand the research pertaining to the assessment and treatment of children who utilize AAC mobile technologies for communication purposes.

Recent Advances in Augmentative and Alternative Communication

2016 ◽  
pp. 2236-2248
Author(s):  
Toby B. Mehl-Schneider
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Novel Technologies ◽  
Recent Advances ◽  
Assessment And Treatment ◽  
Communication Needs

With the increased development of mobile technologies, such as smartphones and tablets (i.e. iPhone, iPad), the field of augmentative and alternative communication (AAC) has changed rapidly over the last few years. Recent advances in technology have introduced applications (apps) for AAC purposes. These novel technologies could provide numerous benefits to individuals with complex communication needs. Nevertheless, introducing mobile technology apps is not without risk. Since these apps can be purchased and retrieved with relative ease, AAC assessments and collaborative evaluations have been circumvented in favor of the “quick fix”-simply ordering a random app for a potential user, without fully assessing the individual's needs and abilities. There is a paucity of research pertaining to mobile technology use in AAC. Therapists, parents and developers of AAC applications must work collaboratively to expand the research pertaining to the assessment and treatment of children who utilize AAC mobile technologies for communication purposes.

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.

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