Maternal Responsiveness to AAC

2010 ◽  
Vol 19 (4) ◽  
pp. 115-119 ◽  
Author(s):  
Kara F. Medeiros ◽  
Cynthia J. Cress
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Strategy ◽  
Maternal Responsiveness ◽  
Communication Behavior ◽  
Alternative Communication ◽  
Early Communication ◽  
Aided Aac ◽  
Language Measures

Abstract How a mother responds to her young child's early communication behavior has been found to contribute to the children's scores on cognitive and language measures. This effect has been found in both children with and without developmental disabilities. Aided augmentative and alternative communication (AAC) is a communication strategy used with young children with developmental disabilities. Currently, there have been no studies addressing how a mother's play with her children may change when an aided AAC device is added. In this study 25 dyads participated in familiar and unfamiliar to play with and without a BIGmack present. Mothers' responsive and directive behaviors were coded and compared across both types of play. When the two conditions were compared, mothers showed more overall responsiveness to their children's communication when the BIGmack was present. Mothers did not increase their directive behaviors significantly between the two conditions.

Communication and Language Interventions for Children With Down Syndrome

2020 ◽  
Author(s):  
Steven F. Warren ◽  
Shelley L. Bredin-Oja ◽  
Laura J. Hahn ◽  
Nancy Brady
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Cognitive Skills ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Motor Impairments ◽  
Children With Down Syndrome ◽  
Early Communication ◽  
Speech And Language Development

Delayed and disordered speech and language development are among the primary challenges for young children with Down syndrome. Common sources of these delays include frequent ear infections and fluctuating hearing loss early in life, significant oral motor impairments, and delayed onset of joint attention and related cognitive skills. This chapter is focused on the early childhood period up to 8 years of age because most of the intervention research has been conducted during this period. The review is limited to two types of intervention: milieu teaching (MT) and augmentative and alternative communication (AAC) because much of the published research has focused on these two approaches. The review reveals the strengths and weaknesses of the research to date. Four directions for future research are proposed, most importantly combining MT and AAC approaches in a single flexible model of early communication and language intervention for young children with DS.

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.

scholarly journals Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 397-412 ◽  
Author(s):  
Anna C. Schmidt-Naylor ◽  
Kathryn J. Saunders ◽  
Nancy C. Brady
Keyword(s):  
Intellectual Disabilities ◽  
Augmentative And Alternative Communication ◽  
Speech Intelligibility ◽  
Naming Task ◽  
Communication Strategy ◽  
Probe Design ◽  
Alternative Communication ◽  
Alphabetic Principle ◽  
Computer Based Training ◽  
Selection For

PurposeWe explored alphabet supplementation as an augmentative and alternative communication strategy for adults with minimal literacy. Study 1's goal was to teach onset-letter selection with spoken words and assess generalization to untaught words, demonstrating the alphabetic principle. Study 2 incorporated alphabet supplementation within a naming task and then assessed effects on speech intelligibility.MethodThree men with intellectual disabilities (ID) and low speech intelligibility participated. Study 1 used a multiple-probe design, across three 20-word sets, to show that our computer-based training improved onset-letter selection. We also probed generalization to untrained words. Study 2 taught onset-letter selection for 30 new words chosen for functionality. Five listeners transcribed speech samples of the 30 words in 2 conditions: speech only and speech with alphabet supplementation.ResultsAcross studies 1 and 2, participants demonstrated onset-letter selection for at least 90 words. Study 1 showed evidence of the alphabetic principle for some but not all word sets. In study 2, participants readily used alphabet supplementation, enabling listeners to understand twice as many words.ConclusionsThis is the first demonstration of alphabet supplementation in individuals with ID and minimal literacy. The large number of words learned holds promise both for improving communication and providing a foundation for improved literacy.

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