Augmentative and Alternative Communication in an Elementary School Setting: A Case Study

School Setting ◽

Future Research ◽

Function Type ◽

School Settings ◽

Purpose: Although there is a strong evidence base supporting the use of augmentative and alternative communication (AAC) in school settings, the research-to-practice gap in this area remains a concern. Few studies have examined how AAC systems are implemented in school settings and whether these systems adequately promote communicative competence for students with complex communication needs. The aim of this case study was to better understand the ways in which elementary-age students with complex communication needs used AAC throughout daily routines. Method: Observations of five students, four receiving services under the category of autism and one under intellectual disability, in school settings were conducted to document the communication function, type of AAC systems used, and the times and activities during which AAC systems were accessible. In addition, supplemental interviews were conducted to understand the rationale for AAC implementation from the perspective of the special education teacher and speech-language pathologist. Results: Overall, findings from the observations and interviews indicated that a variety of AAC modes were utilized. Interactions represented a range of communicative functions, with the exception of social closeness, and were primarily observed during academic activities. However, there were some discrepancies between observations and interview data. Conclusions: Although these findings provide insight into how students with complex communication needs may use AAC in elementary school settings, more research is needed to explore AAC use across a range of students, classrooms, and schools. We present specific future research directions, along with implications and recommendations for AAC teams and researchers.

Advances in Medical Technologies and Clinical Practice - Recent Advances in Assistive Technologies to Support Children with Developmental Disorders ◽

Early Literacy and AAC for Learners with Complex Communication Needs

10.4018/978-1-4666-8395-2.ch004 ◽

2015 ◽

pp. 79-113

Author(s):

Janis Doneski-Nicol ◽

Jody Marie Bartz

Keyword(s):

Early Literacy ◽

Future Research ◽

Literacy Assessment ◽

School Settings ◽

Current State ◽

Early Elementary School ◽

Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

Early Literacy and AAC for Learners With Complex Communication Needs

Autism Spectrum Disorders ◽

10.4018/978-1-5225-3827-1.ch020 ◽

2017 ◽

pp. 392-427

Author(s):

Janis Doneski-Nicol ◽

Jody Marie Bartz

Keyword(s):

Early Literacy ◽

Future Research ◽

Literacy Assessment ◽

School Settings ◽

Current State ◽

Early Elementary School ◽

Adaptation to Technology Use in Families of Children With Complex Communication Needs: An Integrative Review and Family Theory Application

Journal of Family Nursing ◽

10.1177/1074840720915536 ◽

2020 ◽

Vol 26 (2) ◽

pp. 153-178

Author(s):

Patricia West ◽

Marcia Van Riper ◽

Gwen Wyatt ◽

Rebecca Lehto ◽

Sarah N. Douglas ◽

...

Keyword(s):

Technology Use ◽

Meta Analysis ◽

Integrative Review ◽

Future Research ◽

Family Adaptation ◽

Communication Needs ◽

Conceptual Foundations

Families with children who have developmental disabilities and complex communication needs (CCNs) face challenging demands affecting family adaptation. Many children with CCNs use augmentative and alternative communication (AAC) devices to support communication, yet little is known about family adaptation to such technology. To fill this gap, an integrative review, guided by the Resiliency Model of Family Stress, Adjustment, and Adaptation was conducted to assess conceptual foundations and the state of the science of family adaptation among children utilizing AAC. Web-based searches were conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and the Mixed Methods Appraisal Tool. Thirty-three studies met eligibility. Findings demonstrated that to enhance the science underpinning family adaptation to AAC use, future research should be grounded conceptually and address important components of the Resiliency Model. Work in this emerging area will identify and facilitate nursing efforts to assist families as they adapt to communication technology.

The Training Experiences of Augmentative and Alternative Communication Practitioners in One Midwestern State

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-19-00053 ◽

2020 ◽

Vol 5 (1) ◽

pp. 219-230 ◽

Cited By ~ 2

Author(s):

Sarah N. Douglas ◽

Patricia West ◽

Rebecca Kammes

Keyword(s):

Focus Groups ◽

Future Research ◽

Focus Group Study ◽

Practitioner Training ◽

Service Training ◽

Communication Needs ◽

Constant Comparative Analysis

Purpose Services for children with complex communication needs require well-trained practitioners. Yet, research shows that augmentative and alternative communication (AAC) practitioners often receive insufficient preservice training for direct services to these children. Therefore, we explored the preservice and in-service training experiences of AAC practitioners to inform improvements in practitioner training and ultimately improve services for individuals with complex communication needs. Method A focus group study was conducted with AAC practitioners (three focus groups with 13 AAC practitioners in total) in one midwestern U.S. state to explore preservice and in-service training experiences and gain knowledge to inform future training efforts. Constant comparative analysis was used to analyze data gathered from the focus groups. Results This study highlighted important gaps in preservice and in-service training for AAC practitioners, barriers related to AAC training, and suggestions for improving AAC training. Conclusions This study provides important insights into ways AAC practitioner training might improve. We provide clinical implications and future research directions to continue improving AAC practitioner preparation and subsequent services for individuals with complex communication needs.

Technology as a Language Tool: Augmentative and Alternative Communication in the Classroom

Perspectives on School-Based Issues ◽

10.1044/sbi12.2.28 ◽

2011 ◽

Vol 12 (2) ◽

pp. 28-34

Author(s):

Jennifer Kent-Walsh ◽

Cathy Binger

Keyword(s):

Classroom Environment ◽

School Environment ◽

School Setting ◽

Obvious Effect ◽

School Based ◽

Exponential Increase ◽

As evidenced across the articles in this issue of Perspectives, the modern classroom includes a range of technologies that afford educators, students, and families more ways to engage and communicate than many of us ever could have imagined. One group for which the technological revolution has had a particularly obvious effect in the school environment has been with students who are not able to meet all of their communication needs using natural speech. Students requiring the use of augmentative and alternative communication (AAC) have enjoyed an exponential increase in options for communicating in all relevant environments, including the classroom. School-based speech-language pathologists (SLPs) possess a range of skills that allows them to help facilitate functional use of AAC technologies in the classroom environment. Given that AAC technologies are language tools, SLPs can employ their expertise in language to implement relevant goals, objectives, and interventions for children with AAC needs. To illustrate this point, an AAC case study is presented along with sample goals and interventions that may be used in the school setting.

Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-123.5.443 ◽

2018 ◽

Vol 123 (5) ◽

pp. 443-473 ◽

Cited By ~ 9

Author(s):

Elizabeth E. Biggs ◽

Erik W. Carter ◽

Carly B. Gilson

Keyword(s):

Systematic Review ◽

Communicative Competence ◽

Experimental Studies ◽

Future Research ◽

Expressive Communication ◽

Aided Aac ◽

AbstractBuilding the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A search yielded 48 studies involving 267 participants. Interventions were categorized according to three different approaches to aided AAC modeling—augmented input, models as prompts, and models within instructional demonstrations. Although the procedures varied, interventions were generally effective at improving diverse measures of expressive communication. This review provides insight for both researchers and practitioners by describing interventions involving three distinct approaches to aided AAC modeling, highlighting areas needing future research, and offering implications for practice.

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig12-2019-0007 ◽

2019 ◽

Vol 4 (5) ◽

pp. 991-1016

Author(s):

Shameka Stanford ◽

Ovetta Harris

Keyword(s):

Special Educators ◽

Communication Disorders ◽

The Bahamas ◽

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

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.2.91 ◽

2014 ◽

Vol 23 (2) ◽

pp. 91-98 ◽

Cited By ~ 1

Author(s):

Celeste R. Helling ◽

Jamila Minga

Keyword(s):

Evaluation Process ◽

Assessment Process ◽

Diagnostic Tools ◽

Expressive Communication ◽

Communication Evaluation ◽

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.

Augmentative and Alternative Communication: Assessment in the Schools

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.1.13 ◽

2008 ◽

Vol 17 (1) ◽

pp. 13-19 ◽

Cited By ~ 5

Author(s):

Lisa A. Proctor ◽

Jill Oswalt

Keyword(s):

Receptive Language ◽

Assessment Tools ◽

Literacy Assessment ◽

Communication Assessment ◽

School Based ◽

Main Portion ◽

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.40 ◽

2017 ◽

Vol 2 (12) ◽

pp. 40-54

Author(s):

Jamie B. Boster ◽

Joann P. Benigno ◽

John W. McCarthy

Keyword(s):

Language Development ◽

Developmental Theory ◽

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.