AAC Clinical Education: Measuring Outcomes With Single Subject Designs

2016 ◽  
Vol 1 (12) ◽  
pp. 45-55
Author(s):  
Jolene Hyppa-Martin
Keyword(s):  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Scientific Evidence ◽  
Experimental Designs ◽  
Single Subject ◽  
Clinical Expertise ◽  
Alternative Communication ◽  
Clinical Tool ◽  
Speech Language Pathologists ◽  
Measuring Outcomes

Single subject experimental designs are a clinical tool that enable speech-language pathologists to make low-inference, data-driven intervention decisions and can be particularly useful when treating heterogeneous clinical populations for which there is limited directly applicable extant scientific evidence. Single-subject experimental designs are also useful in supporting the development of clinical expertise for speech-language pathologists and graduate students. This article provides a basic overview of the role of single-subject experimental designs in augmentative and alternative communication clinical education and the potential contributions that the application of these designs can make to the field of augmentative and alternative communication.

AAC Clinical Education: Measuring Outcomes With Single Subject Designs

2016 ◽  
Vol 1 (12) ◽  
pp. 48-58 ◽  
Author(s):  
Jolene Hyppa-Martin
Keyword(s):  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Scientific Evidence ◽  
Experimental Designs ◽  
Single Subject ◽  
Clinical Expertise ◽  
Alternative Communication ◽  
Clinical Tool ◽  
Speech Language Pathologists ◽  
Measuring Outcomes

Single subject experimental designs are a clinical tool that enable speech-language pathologists to make low-inference, data-driven intervention decisions and can be particularly useful when treating heterogeneous clinical populations for which there is limited directly applicable extant scientific evidence. Single-subject experimental designs are also useful in supporting the development of clinical expertise for speech-language pathologists and graduate students. This article provides a basic overview of the role of single-subject experimental designs in augmentative and alternative communication clinical education and the potential contributions that the application of these designs can make to the field of augmentative and alternative communication.

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.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Word-Finding Support From Mobile Technology Benefits a Woman With Aphasia

2015 ◽  
Vol 24 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Yvonne Gillette
Keyword(s):  
Mobile Technology ◽  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Feature Matching ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Alternative Intervention ◽  
Communication Assessment ◽  
Word Finding ◽  
Intervention Costs

Mobile technology provides a solution for individuals who require augmentative and alternative intervention. Principles of augmentative and alternative communication assessment and intervention, such as feature matching and the participation model, developed with dedicated speech-generating devices can be applied to these generic mobile technologies with success. This article presents a clinical review of an adult with aphasia who reached her goals for greater communicative participation through mobile technology. Details presented include device selection, sequence of intervention, and funding issues related to device purchase and intervention costs. Issues related to graduate student clinical education are addressed. The purpose of the article is to encourage clinicians to consider mobile technology when intervening with an individual diagnosed with mild receptive and moderate expressive aphasia featuring word-finding difficulties.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

The 2016 RANZCP Guidelines for the Management of Schizophrenia and Related Disorders – what’s next?

2017 ◽  
Vol 25 (6) ◽  
pp. 600-602 ◽  
Author(s):  
Assen Jablensky ◽  
David J Castle ◽  
Frances Dark ◽  
Verity Humberstone ◽  
Eoin Killackey ◽  
...  
Keyword(s):  
Mental Health ◽  
Scientific Evidence ◽  
Standard Of Care ◽  
Mental Health Research ◽  
Response To Treatment ◽  
Clinical Expertise ◽  
The Public ◽  
Measuring Outcomes ◽  
Treatment Plans ◽  
Personalised Treatment

Objectives: The recently published RANZCP guidelines for schizophrenia and related disorders reviewed recent scientific evidence, and, where lacking, referred to clinical expertise to supply a template for raising the standard of care. This paper builds on the guidelines and recommends how they might be used to improve outcomes. Methods: The guidelines call for evidence-based mental health policies, inclusive of mobilising affected families, communities and the public in support of policies that ensure better care and protect the wellbeing of people with severe mental disorders. The process of preparing the guidelines highlighted the limits of our scientific understanding of schizophrenia and shortcomings in the care currently provided. Results: Writing the guidelines evinced the need for a culture of measuring outcomes and response to treatment, and harnessing such data to monitoring and optimising patient care. Conclusions: We recommend creation of a national case cohort for mental health research involving a collaborative network of clinical research centres, using the guidelines and generating scientific evidence for translation into clinical practice protocols that enable personalised treatment plans for patients and criteria for the performance of clinical services.

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.

A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains

2021 ◽  
pp. 1-11
Author(s):  
Thomas Kovacs
Keyword(s):  
Continuing Education ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Perceived Competence ◽  
Evidence Base ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Communication Assessment ◽  
Pragmatic Skills ◽  
Training Practice

Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessing semantic and pragmatic skills positively. Otherwise, a majority of participants rated preprofessional training for assessment and intervention negatively across language domains. High interest in continuing education opportunities addressing assessment and intervention was found across language domains. A discrepancy between responses to questions addressing semantic and pragmatic skills and responses to questions addressing phonological, morphological, and syntactic skills was consistently found for ratings of preprofessional training, practice, perceived competence, and adequacy of resources. In all cases, higher frequencies of positive ratings were found for questions addressing semantic and pragmatic skills. Conclusions Improved preprofessional training and continuing education opportunities are needed to support AAC assessment and intervention across language domains. Perspectives and practice patterns reflect a historical emphasis on semantic and pragmatic skills in the external evidence base, even though there are several recent journal articles addressing morphology and syntax in clients who use AAC.

The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer
Keyword(s):  
Direct Instruction ◽  
Augmentative And Alternative Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Instructional Program ◽  
Future Research ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

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