Basic Principles of Language Intervention for Children Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 50-55
Author(s):  
Filip Loncke
Keyword(s):  
Language Acquisition ◽  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Language Intervention ◽  
Alternative Communication ◽  
Basic Principles ◽  
Lexical Development ◽  
Speech Generating Device ◽  
Beneficial Impact ◽  
Main Language

Abstract The study of language acquisition and processing and the practice of augmentative and alternative communication (AAC) intervention have a mutual beneficial impact. Each of the three major approaches in explaining language acquisition (rationalistic, empiricist, and functionalist) provides interesting perspectives in understanding the uniqueness of language acquisition through AAC. When looking at language processing, studies of AAC use can provide information on the multimodality and internal multimodal representational networks. The study of the main language components (phonology, morphology and syntax, lexicon) in AAC users raises interesting questions concerning (a) the effect of the use of a speech-generating device on an internal phonology, (b) the relation between morphological and syntactic rules and communicative effectiveness, and (c) the effect of the use of communication boards and devices on lexical development and lexical growth. AAC practice is a potential source of data that can lead to more effective intervention as well as to a better understanding of language processes in general.

Looking Back to Move Forward: 25 Years of Thinking About AAC and Language

2016 ◽  
Vol 1 (12) ◽  
pp. 144-152
Author(s):  
Carole Zangari
Keyword(s):  
Language Acquisition ◽  
Augmentative And Alternative Communication ◽  
Language Intervention ◽  
Clinical Services ◽  
Language Outcomes ◽  
Alternative Communication ◽  
Considerable Difficulty ◽  
Communication Challenges ◽  
Technological Improvements ◽  
Looking Back

While the augmentative and alternative communication (AAC) field has advanced in terms of theoretical underpinnings, research-supported strategies, technological improvements, and accessibility of appropriate clinical services, most people with AAC needs continue to experience considerable difficulty in the journey to become linguistically proficient. This paper explores some of the changes that have specifically impacted our understanding of language, language acquisition, and language intervention in individuals with significant communication challenges. Implications for AAC interventionists are reviewed, along with guidelines for moving toward better language outcomes.

Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

2021 ◽  
pp. 026565902198939
Author(s):  
Yvonne HL Yong ◽  
Anuradha S Dutt ◽  
Mo Chen ◽  
Adeline M Yeong
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Acquisition Rate ◽  
Baseline Design ◽  
Instruction Condition ◽  
Speech Generating Device ◽  
Concurrent Operant ◽  
Picture Exchange ◽  
Based Instruction

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

Compansion: From research prototype to practical integration

1998 ◽  
Vol 4 (1) ◽  
pp. 73-95 ◽  
Author(s):  
KATHLEEN F. MCCOY ◽  
CHRISTOPHER A. PENNINGTON ◽  
ARLENE LUBEROFF BADMAN
Keyword(s):  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Communication Aids ◽  
Alternative Communication ◽  
Communicative Ability ◽  
Linguistic Ability ◽  
Research Prototype ◽  
Intelligent Communication ◽  
Processing Techniques ◽  
Parser Generator

Augmentative and Alternative Communication (AAC) is the field of study concerned with providing devices and techniques to augment the communicative ability of a person whose disability makes it difficult to speak or otherwise communicate in an understandable fashion. For several years, we have been applying natural language processing techniques to the field of AAC to develop intelligent communication aids that attempt to provide linguistically correct output while increasing communication rate. Previous effort has resulted in a research prototype called Compansion that expands telegraphic input. In this paper we describe that research prototype and introduce the Intelligent Parser Generator (IPG). IPG is intended to be a practical embodiment of the research prototype aimed at a group of users who have cognitive impairments that affect their linguistic ability. We describe both the theoretical underpinnings of Compansion and the practical considerations in developing a usable system for this population of users.

Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

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.

Using a Speech-Generating Device to Enhance Communicative Abilities for an Adult With Moderate Intellectual Disability

2008 ◽  
Vol 46 (5) ◽  
pp. 376-386 ◽  
Author(s):  
Melissa A. Cheslock ◽  
Andrea Barton-Hulsey ◽  
MaryAnn Romski ◽  
Rose A. Sevcik
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Language Disorder ◽  
Expressive Language ◽  
Self Determination ◽  
Alternative Communication ◽  
Moderate Intellectual Disability ◽  
Speech Generating Device ◽  
Communicative Abilities

Abstract For adults with disabilities who are unable to speak, the literature recommends that intervention include augmentative and alternative communication (AAC) to improve communication and interactions with others. Some adults with moderate intellectual disabilities who exhibit limited functional speech are often overlooked as candidates for AAC interventions because they have some speech abilities. The perception is that they are too old to improve their language and communication skills. This article presents a case report of a 30-year-old woman with a moderate intellectual disability and a severe expressive language disorder who uses a speech-generating device as a compensatory strategy to facilitate her communicative abilities, independence, and self-determination.

Statistical Language Processing for Text Entry

2018 ◽  
Author(s):  
Per Ola Kristensson
Keyword(s):  
Information Theory ◽  
Error Correction ◽  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Engineering Science ◽  
Text Entry ◽  
Alternative Communication ◽  
Token Passing ◽  
Language Modelling ◽  
Eye Typing

In this chapter we explain how methods from statistical language processing serve as a foundation for the design of probabilistic text entry methods and error correction methods. We review concepts from information theory and language modelling and explain how to design a statistical decoder for text entry—a generative probabilistic model based on the token-passing paradigm. We then present five example applications of statistical language processing for text entry: correcting typing mistakes, enabling fast typing on a smartwatch, improving prediction in augmentative and alternative communication, enabling dwell-free eye-typing and intelligently supporting error correction of probabilistic text entry. We then discuss the limitations of the models presented in this chapter and highlight the importance of establishing solution principles based on engineering science and empirical research in order to guide the design of probabilistic text entry.

Chomsky's Minimalist Program : A Brief Linguistic Primer

2008 ◽  
Vol 17 (2) ◽  
pp. 69-77
Author(s):  
Mary Sweig Wilson
Keyword(s):  
Language Acquisition ◽  
Augmentative And Alternative Communication ◽  
Native Language ◽  
First Language ◽  
Receptive Language ◽  
Minimalist Program ◽  
Alternative Communication ◽  
Language Faculty ◽  
Human Infants ◽  
The Brain

Abstract Children around the world, no matter what their native language, follow a similar course in language acquisition from the emergence of first words to the mastery of syntax. The uniformity and rapidity of first language acquisition is possible because human infants are born with a biologically endowed innate language faculty within the brain that drives the course of language development. Although this premise was doubted 50 years ago, today biologists and linguists alike accept it. Our human language faculty orchestrates and shapes the acquisition of language. Neurotypically developing children need only the surrounding language input to acquire language. In contrast, children with receptive language delays, including many of those who are or will become augmentative and alternative communication (AAC) users, need more than exposure to language if they are to develop adult competence in their native language.

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.

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