scholarly journals Functional Communication Abilities in Youth With Cerebral Palsy: Association With Impairment Profiles and School-Based Therapy Goals

2021 ◽  
pp. 1-16
Author(s):  
Clare Koopmans ◽  
Ashley Sakash ◽  
Jennifer Soriano ◽  
Helen L. Long ◽  
Katherine C. Hustad
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Speech Intelligibility ◽  
Cognitive Impairments ◽  
Receptive Language ◽  
Speech Pathology ◽  
Functional Communication ◽  
Therapy Goals ◽  
School Based ◽  
Communication Needs

Purpose: The aim of this study was to examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments and school-based speech pathology services in students with cerebral palsy (CP). Method: Thirty-five participants with CP who had Individualized Education Programs (IEPs) were classified according to the Communication Function Classification System (CFCS). Participants completed laboratory assessments of speech, receptive language, executive functioning, and nonverbal cognition. Each participant's speech and language IEP goals were coded into treatment units and then categorized into seven, mutually exclusive target goal areas. Nonparametric analyses were employed to examine differences among CFCS groups in the number of deficit areas and the number of goal areas from the IEP. Descriptive analyses were used to evaluate the extent to which deficit and goal areas in the IEP co-occurred by CFCS level. Results: Those in more involved CFCS levels demonstrated more severe speech, receptive language, and cognitive impairments. However, there were no significant differences in the number of deficit areas across CFCS groups. Regardless of CFCS level, there were no differences in the number of treatment goals specified in the IEP. Literacy was the only goal area addressed across all CFCS levels. Those in the most involved CFCS levels had augmentative and alternative communication (AAC) goals, but those with more moderate restrictions in functional communication who also had markedly reduced speech intelligibility did not typically have speech or AAC goals. Interpretation: Individuals with CP across CFCS levels demonstrate variability in underlying deficit profiles, suggesting that measures of both functional communication and of underlying deficits are necessary to provide a complete picture of communication needs. Literacy goals were common across all CFCS levels, but AAC goals were limited to the most severely involved individuals, suggesting that continuing education may be necessary to support speech-language pathologists in developing treatments involving the integration of AAC and speech to foster functional communication at school. Supplemental Material https://doi.org/10.23641/asha.16968073

scholarly journals Functional communication abilities in youth with cerebral palsy: Association with impairment profiles and school-based therapy goals

2021 ◽  
Author(s):  
Clare Koopmans ◽  
Ashley Sakash ◽  
Jennifer U. Soriano ◽  
Helen Long ◽  
Katherine Hustad
Keyword(s):  
Cerebral Palsy ◽  
Speech Intelligibility ◽  
Cognitive Impairments ◽  
Receptive Language ◽  
Speech Pathology ◽  
Functional Communication ◽  
Therapy Goals ◽  
School Based ◽  
Communication Needs ◽  
Parametric Analyses

Aim. To examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments, and school-based speech pathology services in students with cerebral palsy (CP).Method. Thirty-five participants with CP who had active Individualized Education Programs (IEPs) were classified according to the Communication Function Classification System (CFCS). Participants completed laboratory assessments of speech, receptive language, executive functioning, and non-verbal cognition. Each participant’s speech and language IEP goals were coded into treatment units, then categorized into seven, mutually exclusive target goal areas. Non-parametric analyses were employed to examine differences among CFCS groups in the number of deficit areas and the number of goal areas from the IEP. Descriptive analyses were used to evaluate the extent towhich deficit areas and goal areas in the IEP co-occurred by CFCS level.Results. Those in more involved CFCS levels demonstrated more severe speech, receptive language, and cognitive impairments. However, there were no significant differences in the number of deficit areas across CFCS group. Regardless of CFCS level, there were no differences in the number of treatment goals specified in the IEP. Literacy was the only goal area addressed across all CFCS levels. Those in the most involved CFCS levels had AAC goals, but those with more moderate restrictions on functional communication who also had markedly reduced speech intelligibility did not typically have speech or AAC goals.Interpretation. Individuals with CP across CFCS levels demonstrate variability in their underlying deficit profiles, suggesting that measures of both functional communication and of underlying deficits are necessary to provide a complete picture of communication needs. Literacy goals were common across all CFCS levels, but AAC goals were limited to the most severely involved individuals, suggesting that continuing education may be necessary to support SLPs in developing treatments involving the integration of AAC and speech to foster functional communication at school.

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.

Case Studies of Intermediate Steps/Between AAC Evaluations and Implementation

2008 ◽  
Vol 17 (4) ◽  
pp. 150-155 ◽  
Author(s):  
Sheela Stuart ◽  
Christopher Ritthaler
Keyword(s):  
Case Studies ◽  
Augmentative And Alternative Communication ◽  
Motor Planning ◽  
Second Opinion ◽  
Alternative Communication ◽  
Successful Communication ◽  
School Based ◽  
Speech Generating Device ◽  
Communication Needs ◽  
And Behavior

Abstract This article presents two case studies of children with complex communication needs, including a diagnosis of autism. Although different in age and overall diagnoses, both children primarily used behaviors, gestures, and limited overall vocalizations for communication. In each case, some pictures and signing had been intermittently incorporated into their school programs with very little success. The school-based augmentative and alternative communication (AAC) teams had used the candidacy model and decided that, until the children made gains in cognition and behavior, they could not use any type of speech generating device. In each instance, the child's parent disagreed and requested a second AAC evaluation. The second opinion evaluating center incorporated Language Acquisition Though Motor Planning (LAMP) to utilize a speech generating device for participation in some motivating activities. Results were sufficiently positive to support trial use of this approach and private outpatient sessions were provided. The article includes a brief overview of the resulting journey: the give-and-take process between second opinion center, parents, and school to arrive at a form of successful communication for each child.

scholarly journals Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays

2017 ◽  
Vol 26 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Andrea Barton-Hulsey ◽  
Jane Wegner ◽  
Nancy C. Brady ◽  
Betty H. Bunce ◽  
Rose A. Sevcik
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Scene ◽  
Future Research ◽  
Functional Communication ◽  
Alternative Communication ◽  
Communication Assessment ◽  
Speech Generating Device ◽  
Symbol Comprehension ◽  
Communication Needs

Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.

Speech-Generating Device Funding and Patterns of Acquisition for Persons With Amyotrophic Lateral Sclerosis

2015 ◽  
Vol 24 (4) ◽  
pp. 155-160
Author(s):  
Laura J. Ball ◽  
Gary L. Pattee ◽  
Lewis Golinker ◽  
David R. Beukelman
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Age Groups ◽  
Functional Communication ◽  
Alternative Communication ◽  
Work Related ◽  
Speech Generating Device ◽  
Communication Needs ◽  
Care Costs ◽  
Lateral Sclerosis

People with such severe and complex communication needs that they require speech-generating devices (SGDs) to meet daily communication needs come from all age groups and socioeconomic backgrounds (Beukelman & Mirenda, 2013). Among this group are people eligible for Medicare, which will provide payment for a percentage (typically 80 percent) of covered health care costs, including SGDs. Medicare eligibility extends to people age 65 and older and younger people who became disabled from non-work related causes. In this article, the authors first review Medicare coverage for augmentative and alternative communication (AAC) devices beginning in the 1980s and subsequently document the SGD acquisition and access of 64 people with amyotrophic lateral sclerosis (ALS) whose speech became so severely limited that they required an SGD to support functional communication.

Multimodal Communication Program for Adults: Cognitive Considerations

2017 ◽  
Vol 2 (12) ◽  
pp. 4-12
Author(s):  
Sarah E. Wallace ◽  
Sarah Diehl
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cognitive Impairments ◽  
Communication Strategies ◽  
Multimodal Communication ◽  
Alternative Communication ◽  
Integrated Instruction ◽  
Complex Communication Needs ◽  
Communication Program ◽  
Communication Needs ◽  
Communication Modalities

People with complex communication needs often rely on a system of augmentative and alternative communication strategies. The Multimodal Communication Program (MCP) was developed for people with aphasia, but was also explored with people with traumatic brain injury. MCP aims to increase breakdown resolution via integrated instruction in multiple communication modalities. Although implementation and results vary across studies, factors such as cognitive impairments warrant further investigation and potential modifications. The purpose of this article was to review the effect of cognitive impairments during implementation of MCP relative to cognitive impairments. Recommendations and considerations for the clinicians are provided.

Aided Augmentative and Alternative Communication (AAC) Systems for Individuals With Autism Spectrum Disorders

2020 ◽  
pp. 87-106
Author(s):  
Yashomathi
Keyword(s):  
Autism Spectrum Disorders ◽  
Augmentative And Alternative Communication ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Functional Communication ◽  
Alternative Communication ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Communication Needs

Autism spectrum disorders (ASDs) are complex neuro-developmental disorders. They demonstrate pervasive deficits in social communication, restricted and repetitive behaviors, cognitive impairments, etc. Most often individuals with ASDs are often considered “non-verbal” and they require comprehensive intervention to improve their functional communication skills. Augmentative and alternative communication (AAC) was always viewed as a “last resort” for people with complex communication needs when all other interventions failed to achieve the potential benefit. However, with growing evidence, AAC has been implemented even in children with communication difficulties to augment spoken language development. Thus, this chapter aims to discuss the characteristics of ASD, to describe the need for AAC intervention in children with ASD, challenges and practices of AAC in ASD, to review implementation of aided AAC systems for children with ASD in different contexts, to indicate the gaps and future prospective in AAC intervention for people with ASDs.

scholarly journals Augmentative and Alternative Communication – Scoping Review / Unterstützte Kommunikation – Scoping Review

2018 ◽  
Vol 5 (1) ◽  
pp. 91-108
Author(s):  
Anja Kollmar ◽  
Christiane Hohenstein ◽  
Adriana Sabatino ◽  
Brigitte Gantschnig
Keyword(s):  
Cerebral Palsy ◽  
Scoping Review ◽  
Augmentative And Alternative Communication ◽  
Intervention Studies ◽  
Interprofessional Collaboration ◽  
Experimental Studies ◽  
Current Evidence ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Needs

Abstract Introduction The effective use of Augmentative and Alternative Communication is challenging, not only for persons with complex communication needs, but also for their significant others. There is a need, therefore, for interprofessional collaboration in order to effectively assess, provide, and evaluate services. Aim The aim of this scoping review was to summarize current evidence in the field of Augmentative and Alternative Communication and reveal the demands for further research. Method We searched in the electronic databases Pubmed, AMED, and CINAHL using following keywords child*, disability, cerebral palsy, augmentative and alternative communication, intervention, and therapy to identify relevant literature. We summarised the content of the included studies. Results We included 16 literature reviews and 36 studies in this review. The 36 studies included 11 intervention studies, 20 descriptive studies, two experimental studies, and three studies evaluating assessments. Most of the studies were focussing on children with cerebral palsy and autism in the contexts of home, hospital, and primary school. There were no intervention studies, focusing on secondary and/or tertiary level of education or work. Moreover, we have not found any evidence from German speaking Europe. Conclusion In order to support the use of Augmentative and Alternative Communication and to enable participation of persons with complex communication needs, various endeavours are needed: in the practice of care settings interprofessional collaboration is required. Further research is needed in order to evaluate the effectiveness of interventions, focussing on youth and the contexts of secondary and/or tertiary education or work, or on assessments.

Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship

2016 ◽  
Vol 1 (12) ◽  
pp. 29-37
Author(s):  
Charles H. Carlin ◽  
Katie Boarman ◽  
Erin E. Brady
Keyword(s):  
Augmentative And Alternative Communication ◽  
Progress Monitoring ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Based ◽  
Supervision Model ◽  
Communication Needs ◽  
The Continuum

Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.

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