Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

scholarly journals Design and Implementation of an Augmentative and Alternative Communication System Based on MATLAB GUI

2021 ◽  
Vol 2113 (1) ◽  
pp. 012032
Author(s):  
Zihe Wang ◽  
Boyu Si ◽  
Jingwen Wang
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Communication System ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Word List ◽  
Augmentative Communication ◽  
Single Subject ◽  
Alternative Communication ◽  
Training Tool

Abstract In clinical practice, augmentative and alternative communication (AAC) is an effective training tool to improve the communication skills of individuals with language impairment, hearing impairment, and autism. However, there are few studies on the development of augmentative communication systems based on Mandarin Chinese in China. This study presents an augmentative communication system developed using the MATLAB GUI platform. The system consists of two parts: a learning part and a communication part, where the learning part provides the basis of the vocabulary content for the system, covering 5558 words, and its content is mainly a word list designed based on the content of special school language textbooks. The communication part provides the system with a complete discourse training content, mainly by arranging and combining the vocabulary content of the learning part to form a complete discourse. This aided communication system can expand the vocabulary of people with language expression disorders and improve their social communication skills. In addition, the effectiveness of the system was tested in a single-subject experiment, and the results showed that the augmentative communication system is effective in learning pronunciation, expanding vocabulary, and improving the social communication.

Covert Speech Behavior during Video-Viewing Tasks with and without An Overt Speech Soundtrack

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1267-1271 ◽  
Author(s):  
Jerry R. Livesay
Keyword(s):  
Pilot Study ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Speech Activity ◽  
Test Conditions ◽  
Video Viewing ◽  
Significant Difference ◽  
Overt Speech

This pilot study tested the prediction that covert speech activity measured by lip EMG(μv) is significantly greater during the presentation of prerecorded speech than in a ‘speechless’ video-viewing test condition and conditions of rest. A single-subject multiple-baseline design was used and nondominant forearm EMG(μv) activity was also measured for comparison purposes. Analysis showed a significant increase in lip EMG(μv) activity in 1 out of 2 rest-to-test conditions involving the presentation of prerecorded overt speech. There was no significant difference in the subjects' mean lip EMG(μv) values across 3 test conditions, however.

scholarly journals Rehabilitation in Bilingual Aphasia: Evidence for Within- and Between-Language Generalization

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Swathi Kiran ◽  
Chaleece Sandberg ◽  
Teresa Gray ◽  
Elsa Ascenso ◽  
Ellen Kester
Keyword(s):  
Effect Size ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Unrelated Control ◽  
Baseline Design ◽  
English Bilingual ◽  
Language Patterns ◽  
Bilingual Aphasia

Purpose The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method Seventeen Spanish–English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.

Using Video to Teach Early Language Concepts and Symbols to Children With Complex Communication Needs

2018 ◽  
Vol 41 (2) ◽  
pp. 110-122
Author(s):  
Andrea E. Huist ◽  
John W. McCarthy ◽  
Jamie B. Boster ◽  
Joann P. Benigno
Keyword(s):  
Augmentative And Alternative Communication ◽  
Multiple Baseline ◽  
Single Subject ◽  
Alternative Communication ◽  
Early Language ◽  
Complex Communication Needs ◽  
Graphic Symbols ◽  
Preliminary Study ◽  
Communication Needs ◽  
Instruction Approach

Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages in familiar contextualized scenes. However, there are currently no bridging strategies to assist children in moving from VSDs to displays incorporating discrete graphic symbols. The use of contextualized video vignettes is a potential bridge. This preliminary study implemented an intervention using video and play activities paired with a direct instruction approach to teach 10 graphic symbols of important early concepts to children with complex communication needs (CCN). A single-subject multiple baseline across subjects research design was used. Results indicated that the intervention was effective in teaching the target concepts.

Examining the effectiveness of an imagery intervention in enhancing athletes’ eudaimonic well-being

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Despina Kouali ◽  
Craig Hall ◽  
Sarah Deck
Keyword(s):  
Positive Impact ◽  
Well Being ◽  
Statistical Analyses ◽  
Soccer Players ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Phase

AbstractObjectivesThe purpose of the present study was to examine the effectiveness of an imagery intervention on eudaimonic well-being (EWB) of soccer players using a single-subject multiple baseline design.MethodsFive female varsity level soccer players (Mage=19.80, SD=1.64) participated in the study. Each athlete engaged in eight individual imagery sessions (i.e., intervention phase) aimed at increasing EWB.ResultsVisual and statistical analyses demonstrated a small increase on EWB for two participants. However, post-intervention interviews revealed that all the players believed the intervention was beneficial and had a positive impact on their EWB.ConclusionsThe utility of employing imagery interventions for enhancing athletes’ EWB in various contexts within and outside sport was highlighted.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

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