scholarly journals “Everyone Deserves AAC”: Preliminary Study of the Experiences of Speaking Autistic Adults Who Use Augmentative and Alternative Communication

2021 ◽  
pp. 1-12
Author(s):  
Amy L. Donaldson ◽  
endever* corbin ◽  
Jamie McCoy
Keyword(s):  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Academic Research ◽  
Alternative Communication ◽  
Semantic Level ◽  
Supportive Environment ◽  
Preliminary Study ◽  
Autistic Adults ◽  
The Moment ◽  
Communication Methods

Purpose Autistic adults use a variety of communication methods, including both speech and augmentative and alternative communication (AAC); however, there has been limited, if any, academic research in this area. The purpose of this study was to examine the experiences of speaking autistic adults who use AAC. Method Using a participatory research method, we completed an online survey that included five demographic questions and 29 open-ended questions related to communication choice, communication access, attitudes, and recommendations. Six autistic adults who use AAC participated. The data were analyzed with thematic analysis using an inductive approach at the semantic level. Results Participants reported identifying AAC as a communication choice as adults, after using speech during childhood. They described how forced communication choices have greatly impacted their lives, both historically and today, and reported on the successes they experience when communication autonomy is promoted within a supportive environment. Participants further described what impacts their in-the-moment decision making related to use of different communication methods. Finally, they discussed the importance of normalizing AAC use and disability in general and provided recommendations for other AAC users, families, and professionals. Conclusions Historically, AAC intervention was considered a “last resort” for children who did not develop functional speech. Speaking autistic adults encourage families, professionals, and society to promote and accept all communication as equal—ensuring opportunities for all children to develop full and rich communication without delay and without stigma.

A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains

2021 ◽  
pp. 1-11
Author(s):  
Thomas Kovacs
Keyword(s):  
Continuing Education ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Perceived Competence ◽  
Evidence Base ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Communication Assessment ◽  
Pragmatic Skills ◽  
Training Practice

Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessing semantic and pragmatic skills positively. Otherwise, a majority of participants rated preprofessional training for assessment and intervention negatively across language domains. High interest in continuing education opportunities addressing assessment and intervention was found across language domains. A discrepancy between responses to questions addressing semantic and pragmatic skills and responses to questions addressing phonological, morphological, and syntactic skills was consistently found for ratings of preprofessional training, practice, perceived competence, and adequacy of resources. In all cases, higher frequencies of positive ratings were found for questions addressing semantic and pragmatic skills. Conclusions Improved preprofessional training and continuing education opportunities are needed to support AAC assessment and intervention across language domains. Perspectives and practice patterns reflect a historical emphasis on semantic and pragmatic skills in the external evidence base, even though there are several recent journal articles addressing morphology and syntax in clients who use AAC.

scholarly journals Augmentative and Alternative Communication Telepractice During the COVID-19 Pandemic: A National Survey of Speech-Language Pathologists

2021 ◽  
pp. 1-19
Author(s):  
Elizabeth E. Biggs ◽  
Michelle C. S. Therrien ◽  
Sarah N. Douglas ◽  
Melinda R. Snodgrass
Keyword(s):  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
The Novel ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Five Dimensions ◽  
Know How ◽  
School Based ◽  
Aided Aac ◽  
Novel Coronavirus

Purpose: The novel coronavirus (COVID-19) pandemic has led to sudden, widespread use of telepractice, including providing services to children who use aided augmentative and alternative communication (AAC). This exploratory study examined speech-language pathologists' (SLPs) experiences using telepractice to provide services to children and youth aged 3–21 years who used aided AAC during the earlier months of the pandemic (May–June 2020). Method: Three hundred thirty-one SLPs responded to an online survey. Closed- and open-ended survey items were analyzed quantitatively and qualitatively and mixed at the point of interpretation to understand the experiences of SLPs related to the use of telepractice with children who use aided AAC, including how they perceived effectiveness. Results: Most SLPs were using telepractice to provide both direct and consultation/coaching services to children who used aided AAC. There was fairly wide variation in perceptions of effectiveness of both types of services, but SLPs were more likely to rate consultation/coaching services as being more effective than direct services. SLPs identified factors impacting effectiveness across five dimensions: broader factors, practice-based factors (i.e., technology, the type of services), the child, parents and family members, and professionals. School-based SLPs perceived telepractice as being less effective than non–school-based SLPs. Conclusions: The use of telepractice during the COVID-19 pandemic has unfolded quite differently for different SLPs and the children who use aided AAC that they serve. Although AAC telepractice offers promise for the future, particularly for partnering with families, further research is needed to know how to overcome challenges experienced by SLPs. Supplemental Material https://doi.org/10.23641/asha.17139434

Exploring AAC graphic symbol choices: a preliminary study

2020 ◽  
Vol 14 (3) ◽  
pp. 171-185
Author(s):  
Eliada Pampoulou ◽  
Donald R. Fuller
Keyword(s):  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Developmental Disorders ◽  
Online Survey ◽  
Professional Associations ◽  
Alternative Communication ◽  
Content Type ◽  
Graphic Symbols ◽  
Wide Range ◽  
Graphic Symbol

Purpose Graphic symbols have been used widely in the field of augmentative and alternative communication (AAC). The advancement of technology in recent years has stimulated their development even further, thereby providing speech-language pathologists (SLPs) a wide range of options to choose for the individuals they support. However, existing literature on graphic symbols is scant and clinicians must base their decisions almost solely on clinical judgment. This paper aims to investigate the factors SLPs consider when choosing corpuses of graphic symbols for their clients. Design/methodology/approach An online survey was used that allowed multiple-choice responses. Data were analyzed and presented primarily as percentages. Findings Most respondents used graphic symbols with people having developmental disorders, and the corpuses of symbols they drew upon were based predominantly on availability, characteristics of the individual’s impairment or disability and intelligibility to the user and his or her communication partners. Existing policies related to graphic symbols also influence clinicians’ choices. SLPs search for support mainly from professional associations and training providers. In terms of use with technology, ready-made symbol packages for clinicians to use were found to be attractive. Practical implications Professional associations and institutions that focus on AAC need to provide adequate support to clinicians with a foundation based on evidence-based practice. Originality/value To the best of the authors’ knowledge, this is the first research that focuses on current practices concerning the factors SLPs take into consideration when choosing the optimum graphic symbol corpus(es) for their clients.

Supporting Communication Between Individuals With Disabilities and First Responders: A Preliminary Case-Based Interview Study

2021 ◽  
pp. 1-8
Author(s):  
Savanah C. DePew ◽  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
First Responders ◽  
Communication Disorders ◽  
Alternative Communication ◽  
Adult Participants ◽  
Semistructured Interviews ◽  
Preliminary Study ◽  
Communication Breakdowns ◽  
Potential Interactions ◽  
Specific Education

Purpose: During a crisis, an individual with a communication disability or difference is at risk of communication breakdowns that could unintentionally escalate the crisis. The goal of this preliminary study was to identify how first responders from various organizations may respond given scenarios presenting potential interactions with an individual with a communication impairment or difference. Method: Three adult participants currently serving as first responders completed semistructured interviews. Participants were asked how they would react in different hypothetical scenarios, all incorporating aspects of communication disorders and differences that could be misinterpreted. Data analysis consisted of transcribing the responses to each scenario and identifying the themes. Results: Participants across organizations receive general communication and disability training, rely on established procedures, problem-solving, open-mindedness, and use of departmental resources in their interactions. Conclusions: This preliminary study illustrates awareness of existing protocols and organizational supports that may support interactions with individuals with communication disorders and differences. Potential areas for additional resources and training include the use of augmentative and alternative communication and disability-specific education.

scholarly journals Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

2017 ◽  
Vol 7 (4) ◽  
pp. 105
Author(s):  
Rashed A. Aldabas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Future Research ◽  
Alternative Communication ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Communication Impairments

The purpose of this study was to examine pre-service special education teachers’ perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors

2021 ◽  
pp. 1-18
Author(s):  
Allison M. Sauerwein ◽  
Mackenzie M. Burris
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Learning Objectives ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Design Elements ◽  
Language Pathology

Purpose Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. Method An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Results Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. Conclusions This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

Giving a Voice to the Person in My Dental Chair: Communication with People with Learning Disabilities

2015 ◽  
Vol 4 (2) ◽  
pp. 70-76
Author(s):  
Lorna Hollingsworth ◽  
Afroditi Kalambouka
Keyword(s):  
Learning Disabilities ◽  
Augmentative And Alternative Communication ◽  
Dental Practice ◽  
Alternative Communication ◽  
Communication Development ◽  
Levels Of Care ◽  
Communication Breakdown ◽  
Communication Techniques ◽  
Communication Impairments ◽  
Communication Methods

This article aims to increase the dental teams’ awareness of communicating with people with learning disabilities who have additional communication impairments. The paper presents a brief account of the factors behind why some people with learning disabilities may find it difficult to verbally communicate, and highlights the importance of ensuring high levels of care for all patients. It provides an overview of the principles of communication development and some of the most commonly used augmentative and alternative communication approaches. The paper concludes with suggestions of simple communication techniques as well as practical ideas, which can be easily incorporated into daily general dental practice in order to increase opportunities for successful interactions and minimise communication breakdown. By becoming more aware of the range of communication methods used to support those who have learning disabilities, the dental team will be more able to provide a better experience to their patients and ensure that their needs are met.

Using Video to Teach Early Language Concepts and Symbols to Children With Complex Communication Needs

2018 ◽  
Vol 41 (2) ◽  
pp. 110-122
Author(s):  
Andrea E. Huist ◽  
John W. McCarthy ◽  
Jamie B. Boster ◽  
Joann P. Benigno
Keyword(s):  
Augmentative And Alternative Communication ◽  
Multiple Baseline ◽  
Single Subject ◽  
Alternative Communication ◽  
Early Language ◽  
Complex Communication Needs ◽  
Graphic Symbols ◽  
Preliminary Study ◽  
Communication Needs ◽  
Instruction Approach

Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages in familiar contextualized scenes. However, there are currently no bridging strategies to assist children in moving from VSDs to displays incorporating discrete graphic symbols. The use of contextualized video vignettes is a potential bridge. This preliminary study implemented an intervention using video and play activities paired with a direct instruction approach to teach 10 graphic symbols of important early concepts to children with complex communication needs (CCN). A single-subject multiple baseline across subjects research design was used. Results indicated that the intervention was effective in teaching the target concepts.

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