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.

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 Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders

2016 ◽  
Vol 33 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Alison L. Zagona ◽  
Ann M. Mastergeorge
Keyword(s):  
Social Communication ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Future Research ◽  
Evidence Based ◽  
Social Communication Skills ◽  
Communication Needs

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers’ actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.

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.

Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC

2009 ◽  
Vol 18 (4) ◽  
pp. 114-120 ◽  
Author(s):  
Kathryn D. R. Drager
Keyword(s):  
Autism Spectrum Disorders ◽  
Visual Information ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Alternative Communication ◽  
Expressive Communication ◽  
Future Research Directions ◽  
Spectrum Disorders

Traditionally, instruction in Augmentative and Alternative Communication (AAC) has focused on facilitating expressive communication. However, several related interventions also have been described, with the goal of enhancing input. These “aided modeling interventions” require that the speaking partner use AAC as well as speech, in order to provide a model to the AAC user that is consistent with the type of output that is expected. Such interventions also show the child how the system can be used and may facilitate comprehension for children who have difficulty with spoken words alone, by providing additional visual information. Aided modeling interventions share several components: (a) they are implemented during opportunities that arise out of natural contexts, (b) they augment the spoken input the child receives, and (c) they employ modeling to expand vocabulary. This article discusses the research evidence suggesting that aided modeling interventions may be effective for children with autism spectrum disorders (ASD). Future research directions are also discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document