“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

scholarly journals Applying Work Domain Analysis to Augmentative and Alternative Communication Systems

2019 ◽  
Vol 63 (1) ◽  
pp. 247-251
Author(s):  
Kaela Shea ◽  
Tom Chau ◽  
Olivier St-Cyr
Keyword(s):  
User Interface ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Domain Analysis ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Levels Of Abstraction ◽  
Verbal Language ◽  
Work Domain Analysis ◽  
Work Domain

Augmentative and alternative communication (AAC) systems enable communication for individuals with complex communication needs. The frequency users rely on the communication systems necessitates an interface design that supports usability. As a first step to systematically designing a user interface, the Work Domain Analysis (WDA) framework was applied to a popular commercial AAC system, Proloquo2Go, to analyze and understand system constraints and design a new user interface for an AAC system. For the purpose of the analysis, the system boundaries were that of verbal language-based communication. Information for the analysis of the system was gathered through exploratory operation of AAC systems and structured interviews with a speech-language pathologist and parents of AAC system users. Research into the process of language formation showed logical groupings of the different types of language components to communicate information regarding states, objects, relationships, and emotions; component types were subsequently grouped for high-level communication of ideas and requests. An abstraction hierarchy was developed to represent the various levels of abstraction of the system from which information requirements were determined. This paper presents a novel application of WDA for AAC systems. Results derived from the application of WDA have yielded valuable design considerations for an AAC system user.

Humanizing Vox Artificialis

2010 ◽  
pp. 50-70 ◽  
Author(s):  
D. Jeffery Higginbotham
Keyword(s):  
Social Interaction ◽  
Research And Development ◽  
Personal Identity ◽  
Augmentative And Alternative Communication ◽  
Speech Synthesis ◽  
Emotional Expressivity ◽  
Communication Tool ◽  
Alternative Communication ◽  
Human Communication ◽  
Stakeholder Perspective

In this chapter, the authors will discuss the use of speech synthesis as a human communication tool in what is now referred to as Augmentative and Alternative Communication (AAC). The authors will describe the history and use of speech synthesis in AAC, relevant stakeholders, a framework for evaluating speech synthesis in AAC and relevant research and development with respect to intelligibility, comprehension, social interaction, emotional expressivity and personal identity potential of current implementations of speech synthesis into SGD technologies. Throughout the chapter recommendations will be made for making SGDs more effective and appropriate for social interaction and emotional expression. This chapter will also provide 1st person accounts of relating to SGD use in order to provide a stakeholder perspective.

Increasing an AAC User's Classroom Community Membership Through Peer Social Networks: An Ecological Intervention

Inclusion ◽  
2013 ◽  
Vol 1 (3) ◽  
pp. 164-180 ◽  
Author(s):  
Kim W. Fisher ◽  
Karrie A. Shogren ◽  
James W. Halle
Keyword(s):  
Social Interaction ◽  
Augmentative And Alternative Communication ◽  
Cognitive Mapping ◽  
Classroom Community ◽  
Severe Disabilities ◽  
Future Research ◽  
Community Membership ◽  
Social Skills Instruction ◽  
The Impact ◽  
Interaction Research

Abstract Increasingly, disability is being conceptualized through a social-ecological framework that emphasizes the match or mismatch between the person and their environment (Wehmeyer et al., 2008). With that, researchers, practitioners, and policymakers have examined what supports are necessary to create truly inclusive communities for individuals with disabilities, their families, and community members. In social interaction research within the schools, an effort to conceptualize social interaction supports for children with severe disabilities has emerged (Carter & Hughes, 2005). For children with severe disabilities who use augmentative and alternative communication (AAC), however, this is not the case (Snell, Chen, & Hoover, 2006). Instead, a majority of social interaction research for these children has focused on skill development (Fisher & Shogren, 2012). The purpose of this study was to examine the impact of social skills instruction on the classroom community membership of a child with severe disabilities (who used AAC) and her peers. We used (a) social interaction rate, (b) sociometric status, and (c) Social Cognitive Mapping (Cairns, Perrin, & Cairns, 1985) for analysis. Results and recommendations for future research are discussed.

Teaching Partner-Focused Questions to Individuals Who Use Augmentative and Alternative Communication to Enhance Their Communicative Competence

1999 ◽  
Vol 42 (1) ◽  
pp. 241-255 ◽  
Author(s):  
Janice C. Light ◽  
Cathy Binger ◽  
Tracy L. Agate ◽  
Karen N. Ramsay
Keyword(s):  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Communicative Competence ◽  
Instructional Program ◽  
Single Subject ◽  
Speech Impairments ◽  
Alternative Communication ◽  
Multiple Probe ◽  
Term Maintenance

A single-subject, multiple-probe experimental design was used to investigate the effect of instruction on the acquisition, generalization, and long-term maintenance of partner-focused questions (i.e., questions about communication partners and their experiences) by individuals who use augmentative and alternative communication (AAC). Six participants who had severe speech impairments and used AAC participated in the study; they ranged in age from 10 to 44 years, had a variety of disabilities, and used a range of AAC systems. Instruction used a least-to-most prompting hierarchy in real-world interactions and during simulations. All of the participants successfully learned to ask partner-focused questions spontaneously in social interactions; they required an average of approximately 6 hours of instruction (range: 3–11 hours). The participants generalized the use of partnerfocused questions to new situations in the natural environment and maintained use of partner-focused questions at least 2 months postinstruction; one participant required some "booster" instructional sessions 4 weeks postinstruction to maintain her long-term use of partner-focused questions. The participants all reported high levels of satisfaction with the outcomes of the instructional program, as did their facilitators. Members of the general public, blind to the goals of the study, judged the majority of the participants to be more competent communicators after instruction.

Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews

2021 ◽  
pp. 152574012110171
Author(s):  
Miechelle McKelvey ◽  
Kristy S. E. Weissling ◽  
Shelley K. Lund ◽  
Wendy Quach ◽  
Aimee Dietz
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Assessment Process ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Communication Assessment ◽  
Language Pathology ◽  
Method Of Assessment ◽  
Lateral Sclerosis

This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were (a) What areas are assessed by AAC specialists evaluating individuals with ALS and (b) How do specialists evaluate the areas identified. In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.

Children’s Perspectives on Their Relationships with Friends With and Without Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 81-97
Author(s):  
Elizabeth E. Biggs ◽  
Melinda R. Snodgrass
Keyword(s):  
Augmentative And Alternative Communication ◽  
Well Being ◽  
Intellectual And Developmental Disabilities ◽  
Special Education Services ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Complex Communication Needs ◽  
Children’S Perspectives ◽  
Research And Practice ◽  
Communication Needs

Friendships are central to children’s development and well-being, but children with intellectual and developmental disabilities who have complex communication needs are at risk of social isolation. This qualitative study used methods informed by grounded theory to investigate the nature of how elementary-age children without disabilities described the experience of friendship and the dynamics of friendship development with their friends with and without complex communication needs. Sixteen children participated in semi-structured interviews. Each indicated they were friends with one of four children who received special education services under categories of autism and/or intellectual disability and was learning to use aided augmentative and alternative communication (AAC). Interviews were structured to hear each child talk separately about two different friendships: (a) one with any friend they chose and (b) one with the friend with complex communication needs who was learning to use aided AAC. Findings included the development of a model to conceptualize the substance and development of these friendships. Findings also highlighted how children’s experiences of friendship with the friend with complex communication needs intersected with how they experienced, talked about, and made meaning of their friend’s disability. Implications for research and practice discuss potential pathways for promoting friendships in schools.

Integrating Augmentative and Alternative Communication Into a Stay-Play-Talk Program in Preschool

2021 ◽  
pp. 004005992110587
Author(s):  
Hazim Aal Ismail ◽  
Cori More ◽  
Joshua Baker ◽  
Stephanie Huff
Keyword(s):  
Developmental Disabilities ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Typically Developing ◽  
Alternative Communication ◽  
Preschool Setting ◽  
Peer Mediated Intervention

Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes how to implement a Stay-Play-Talk intervention with children who use Augmentative and Alternative Communication (AAC) devices in a preschool setting.

Planning for Implementing Assistive Technology

2012 ◽  
pp. 485-497 ◽  
Author(s):  
Sharon M. Kolb ◽  
Amy C. Stevens Griffith
Keyword(s):  
Assistive Technology ◽  
Student Learning ◽  
Technology Assessment ◽  
Augmentative And Alternative Communication ◽  
Classroom Teachers ◽  
Instructional Tool ◽  
Alternative Communication ◽  
Limited Experience ◽  
Assessment Results

Assistive Technology (AT) is an instructional tool that may benefit many students. Practitioners, especially classroom teachers, are aware of the benefits of AT but many have limited experience and knowledge resulting in poor assessment, planning, and implementing of assistive technology to positively impact student learning. The content in this chapter provides readers with the following information: (a) assistive technology defined and discussed through the lens of historical legislation, (b) assistive technology devices, (c) augmentative and alternative communication, (d) assistive technology assessment, (e) person centered planning as a framework for AT utilization, and concludes with (f) instructional programming based on AT assessment results.

Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms

2012 ◽  
Vol 117 (5) ◽  
pp. 349-367 ◽  
Author(s):  
Yun-Ching Chung ◽  
Erik W. Carter ◽  
Lynn G. Sisco
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Research Directions ◽  
Close Proximity ◽  
Future Research Directions ◽  
General Education Classrooms

Abstract The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

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