scholarly journals Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice

2021 ◽  
pp. 1-18
Author(s):  
Sarah W. Blackstone ◽  
Fei Luo ◽  
Jesse Canchola ◽  
Krista M. Wilkinson ◽  
Christine Roman-Lantzy
Keyword(s):  
Visual Impairment ◽  
Augmentative And Alternative Communication ◽  
Interprofessional Collaboration ◽  
Service Level ◽  
Future Research ◽  
Symbolic Language ◽  
School Based ◽  
Cortical Visual Impairment ◽  
Development Of Language ◽  
Visually Based

Purpose This scoping study sought to establish a baseline for how well the needs of children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC) are currently aligned with the services available to them. CVI is the most common cause of visual impairment in children today, and AAC methods rely heavily on vision. Yet, the prevalence of CVI in children who use AAC methods is not yet known, and there is virtually no research concerning use of AAC with children with CVI. Our overarching goals were to identify barriers and suggest priorities for improving outcomes for these children. Method Surveys were distributed anonymously online to professionals from multiple disciplines in different school-based settings and to parents of children with CVI who use AAC. Results School-based professionals identified many barriers, including a lack of knowledge and skills about CVI and about AAC, limited access to training and experts, and concerns about services being delivered in isolated silos with limited time allotted for interprofessional collaboration and planning. Parent reported that their children ( M age = 11 years) continued to rely predominantly on body-based forms of communication and lacked access to symbolic language, which, in AAC, is primarily visually based. Conclusions The barriers to services identified by school-based professionals indicate a need to develop and disseminate reliable information about CVI and AAC, both at a preservice and in-service level and, while doing so, to respect the diversity of stakeholders who need this information, including parents. Future research on what types of AAC approaches support the development of language and communication skills for children with CVI is essential.

Communication Programming Implications for Individuals With Genetic Causes of Severe Disability and Visual Impairment

2015 ◽  
Vol 24 (3) ◽  
pp. 94-105
Author(s):  
Susan M. Bruce ◽  
Chris Brum ◽  
Allison Nannemann
Keyword(s):  
Visual Impairment ◽  
Instructional Strategies ◽  
Interprofessional Collaboration ◽  
Visual Impairments ◽  
Severe Disabilities ◽  
Refractive Errors ◽  
Genetic Syndromes ◽  
Daily Schedule ◽  
Cortical Visual Impairment ◽  
Functional Vision

This article discusses genetic syndromes that are etiologies of severe disabilities that include the characteristic of visual impairment. Information provided about refractive errors, field loss, cortical visual impairment, and ocular issues is intended to support the practitioner outside the field of visual impairment to collaborate with the teacher of students with visual impairments (TVI). This article provides an overview of the responsibilities of the TVI who can advise others about appropriate enlargement of materials, positioning for optimal use of functional vision, and adaptations to lessons such as the individualized daily schedule. Additionally, the TVI is familiar with instructional strategies to support the use of functional vision and to develop tactile skills. This article concludes with a discussion of the importance of interprofessional collaboration.

A Preliminary Study of the Relation of Visual Attention to Stimulus Complexity and Functional Vision in Individuals With Cortical Visual Impairment: Implications for Augmentative and Alternative Communication

2021 ◽  
pp. 1-15
Author(s):  
Tara V. McCarty ◽  
Dawn J. Sowers ◽  
Sophie J. Wolf ◽  
Krista M. Wilkinson
Keyword(s):  
Visual Impairment ◽  
Visual Processing ◽  
Augmentative And Alternative Communication ◽  
Assessment Tool ◽  
Alternative Communication ◽  
Physical Damage ◽  
Visual Channel ◽  
Social Cue ◽  
Within Subjects ◽  
Cortical Visual Impairment

Purpose Individuals with cortical visual impairment (CVI) can have difficulties with visual processing due to physical damage or atypical structures of visual pathways or visual processing centers in the brain. Many individuals with CVI have concomitant disabilities, including significant communication support needs; these individuals can benefit from augmentative and alternative communication (AAC). Because much AAC involves a visual channel, implementation of AAC must consider the unique visual processing skills and challenges in CVI. However, little is known empirically about how to best design AAC for individuals with CVI. This study examined processing of visual stimuli in four young adolescents with CVI. Method This study used a within-subjects experimental design that sought to provide an in-depth description of the visual engagement of individuals with CVI when viewing stimuli of various levels of complexity, either with or without a social cue. Results Participants engaged most with the simplest stimuli (relative to the size of those stimuli) and engaged more when a social cue was provided during the task. The level of engagement with more complex stimuli was related to participants' score on the CVI Range, a clinical assessment tool that characterizes level of visual functioning. Conclusions Implications for AAC include considerations for the internal complexity of AAC symbols and the complexity of the arrays created for individuals with CVI. Clinicians working with children with CVI who use AAC should consider the unique features of their visual processing.

scholarly journals Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication

2021 ◽  
pp. 1-14
Author(s):  
Jamie B. Boster ◽  
John W. McCarthy ◽  
Kathryn Brown ◽  
Alyson M. Spitzley ◽  
Sarah W. Blackstone
Keyword(s):  
Visual Impairment ◽  
Augmentative And Alternative Communication ◽  
Systematic Investigation ◽  
Limited Information ◽  
Alternative Communication ◽  
Frequent Form ◽  
Study Results ◽  
Technology Intervention ◽  
Cortical Visual Impairment ◽  
Theses And Dissertations

Purpose There is limited information about how to support children with cortical visual impairment (CVI) who require augmentative and alternative communication (AAC). An initial review designed to explore the available evidence was used to outline critical needs in moving research and intervention forward for children who use AAC and have CVI. Method Previous systematic reviews, six databases, and theses and dissertations were systematically searched, along with reviews of the resulting works cited. An initial yield of 575 articles was narrowed to 10, which discussed AAC interventions that included children with CVI. Results Three interventions were technology based, and seven were instructional based. The use of textured microswitches was the most frequent form of technology intervention, with the frequency of switch activations being the most frequently coded outcome. Overall, the studies represent explorations in the area rather than systematic lines of inquiry. Conclusions While evidence shows at least some children with CVI have been included in AAC research to date, the inclusion is more incidental than deliberate. Issues such as clear descriptions of the vision capabilities and needs of participants may have impacted study results.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

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.

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.

The Evolution of Augmentative Communication and the Importance of Alternate Access

2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cell Phone ◽  
Handheld Devices ◽  
Alternative Communication ◽  
Access Methods ◽  
The Past ◽  
Communication Device ◽  
Internet Browser ◽  
A Cell ◽  
Development Of Language

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.

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.

scholarly journals Internet of Things for Mental Health: Open Issues in Data Acquisition, Self-Organization, Service Level Agreement, and Identity Management

2021 ◽  
Vol 18 (3) ◽  
pp. 1327
Author(s):  
Leonardo J. Gutierrez ◽  
Kashif Rabbani ◽  
Oluwashina Joseph Ajayi ◽  
Samson Kahsay Gebresilassie ◽  
Joseph Rafferty ◽  
...  
Keyword(s):  
Mental Health ◽  
Internet Of Things ◽  
Data Acquisition ◽  
Identity Management ◽  
Service Level Agreement ◽  
Service Level ◽  
Self Organization ◽  
Future Research ◽  
Study Results ◽  
Open Issues

The increase of mental illness cases around the world can be described as an urgent and serious global health threat. Around 500 million people suffer from mental disorders, among which depression, schizophrenia, and dementia are the most prevalent. Revolutionary technological paradigms such as the Internet of Things (IoT) provide us with new capabilities to detect, assess, and care for patients early. This paper comprehensively survey works done at the intersection between IoT and mental health disorders. We evaluate multiple computational platforms, methods and devices, as well as study results and potential open issues for the effective use of IoT systems in mental health. We particularly elaborate on relevant open challenges in the use of existing IoT solutions for mental health care, which can be relevant given the potential impairments in some mental health patients such as data acquisition issues, lack of self-organization of devices and service level agreement, and security, privacy and consent issues, among others. We aim at opening the conversation for future research in this rather emerging area by outlining possible new paths based on the results and conclusions of this work.

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