Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

An Ethnographic Investigation of African American Mothers' Perceptions of Augmentative and Alternative Communication

2012 ◽  
Vol 19 (3) ◽  
pp. 84-89 ◽  
Author(s):  
Alayna Townsend ◽  
Ovetta Harris ◽  
Linda Bland-Stewart
Keyword(s):  
African American ◽  
Social Communication ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
African American Mothers ◽  
Alternative Communication ◽  
Social Communication Skills ◽  
Spectrum Disorders ◽  
Communication Needs

The purpose of this study was to investigate fourteen African American mothers' perceptions of the utilization of augmentative and alternative communication (AAC) by their children with autism spectrum disorders (ASD). The authors used ethnographic methodologies to describe and interpret their experiences and perceptions. Findings suggest that AAC strategies were perceived as useful to meet their children's social communication needs and were beneficial in developing social communication skills.

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 supports for adults with autism spectrum disorders

Autism ◽  
2013 ◽  
Vol 18 (8) ◽  
pp. 891-902 ◽  
Author(s):  
David Trembath ◽  
Teresa Iacono ◽  
Katie Lyon ◽  
Denise West ◽  
Hilary Johnson
Keyword(s):  
Autism Spectrum Disorders ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Family Members ◽  
Autism Spectrum ◽  
Communication Aids ◽  
Alternative Communication ◽  
Adults With Autism ◽  
Spectrum Disorders ◽  
Communication Needs

Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes.

Teaching Preschoolers With Autism to Use Different Speech-Generating Device Display Formats During Play: Intervention and Secondary Factors

2020 ◽  
Vol 51 (3) ◽  
pp. 821-838
Author(s):  
Cindy Gevarter ◽  
Keri Horan ◽  
Jeff Sigafoos
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Autism Spectrum ◽  
Visual Scene ◽  
Alternative Communication ◽  
Play Intervention ◽  
Children With Asd ◽  
Communication Needs ◽  
Selection Of ◽  
Error Types

Purpose Children with autism spectrum disorder (ASD) and complex communication needs are increasingly taught to use tablet-based speech-generating devices (SGDs). An important issue in designing such interventions is the selection of an appropriate format for displaying vocabulary. The purpose of this study was to determine (a) whether young children with ASD can be taught to use different SGD vocabulary display formats and (b) whether there are differences across the formats on a range of secondary measures (e.g., preference and generalization). Method Five preschoolers with ASD (and prior experience with simpler aided augmentative and alternative communication) were taught to use grid and visual scene display SGDs during a play-based intervention. Acquisition of functional responding was assessed using a single-case experimental design. Secondary variables included error types, antecedents for communication, preference, and generalization. Results All participants increased their use of functional target vocabulary using both the grid and the simple visual scene display. Of the five participants, three showed similar performance with both formats, whereas two had slightly higher rates of functional responding with the grid. Individualized differences across participants and formats were apparent across secondary variables (e.g., preference, error types, generalization). Conclusions Both simple grid and visual scene displays may be viable options when teaching functional use of SGDs to children with ASD who have prior aided augmentative and alternative communication experience. Analyzing secondary variables beyond device acquisition (e.g., generalization, preference) may have implications for individualizing intervention.

Augmentative and Alternative Communication for Learners with Autism Spectrum Disorders

2015 ◽  
pp. 1449-1466
Author(s):  
Jody M. Pirtle ◽  
Elizabeth A. West
Keyword(s):  
Autism Spectrum Disorders ◽  
Support Services ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Alternative Communication ◽  
Current State ◽  
Prominent Component ◽  
Spectrum Disorders

Augmentative and Alternative Communication (AAC) is a prominent component in the development of support services for learners with Autism Spectrum Disorders (ASD). In this chapter, the authors provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding AAC for learners with ASD. Emphasis will be on school-age children diagnosed with ASD. Features of AAC systems 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.

Communication and Competence

2022 ◽  
pp. 94-103
Author(s):  
Jamie L. Sibole
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Educational Program ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Multiple Disability ◽  
Communication Needs ◽  
Implementing Strategies ◽  
Common Misconceptions

Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence. The following chapter includes student narratives for a child with multiple disabilities as well as a child with autism spectrum disorder. Each child exhibits a significant communication delay and is considered to be non-verbal. The narratives along with strategies used to support the students have been included. Common misconceptions about augmentative and alternative communication use and presumed competence among students with significant communication needs are examined as well as research and theory concerning these areas.

scholarly journals Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists

2017 ◽  
Vol 48 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Shelley K. Lund ◽  
Wendy Quach ◽  
Kristy Weissling ◽  
Miechelle McKelvey ◽  
Aimee Dietz
Keyword(s):  
Parent Education ◽  
Augmentative And Alternative Communication ◽  
Assessment Method ◽  
Autism Spectrum ◽  
Assessment Process ◽  
Major Theme ◽  
Alternative Communication ◽  
Assessment Protocol ◽  
Initial Hypothesis ◽  
Communication Needs

Purpose The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do clinicians with expertise approach the AAC assessment process for children with developmental disabilities? (b) Can any initial hypothesis be drawn about how SLPs approach the assessment of children with motor versus social interactive deficits? Method This study used a phenomenological qualitative design. The researchers conducted 2 in-depth, semistructured interviews with 8 SLPs who specialized in AAC and self-identified as primarily working with children. Results Four major themes emerged from the data: area of assessment, method of assessment, evaluation preparation, and parent education. Each major theme contained multiple subthemes and categories within those subthemes. Conclusions Participants discussed similar areas of assessment for both cases, indicating that some aspects of AAC assessment are universal. However, the specific aspects of what they were assessing and how they went about assessing them differed between the 2 cases. The results of the current study provide an outline of an assessment protocol for children with complex communication needs.

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

2019 ◽  
Vol 43 (6) ◽  
pp. 841-878 ◽  
Author(s):  
Joe Reichle ◽  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Jennifer Ganz
Keyword(s):  
Best Practices ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Communication Mode ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Selection Of

Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.

Sign in / Sign up

Export Citation Format

Share Document