The Evaluation of Children with an Autism Spectrum Disorder: Adaptations to Accommodate a Telepractice Model of Clinical Care

2014 ◽  
Vol 4 (2) ◽  
pp. 42-51 ◽  
Author(s):  
Anna A. Allen ◽  
Howard C. Shane
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Care ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Language Program ◽  
Communication Assessment ◽  
Assessment Approach ◽  
Site Evaluation ◽  
Spectrum Disorders

Telepractice is increasingly applied to assessment and intervention for persons with autism spectrum disorders (ASD), and the use of telepractice for delivering augmentative and alternative communication (AAC) services is expanding. To date, no studies have focused on the assessment of communication in children with ASD who are minimally verbal. This case exploration represents a first attempt to apply the clinical assessment approach (also known as Visual Immersion System) developed in the Autism Language Program in the Center for Communication Enhancement (CCE) at Boston Children's Hospital (BCH) through a telepractice service delivery model. In this paper we detail an on-site evaluation, and then describe the application of the various evaluation components to telepractice delivery. Our findings provide preliminary evidence that communication assessment information can be successfully obtained for this population via telepractice. The results demonstrated that the telepractice evaluation took greater time to complete than the on-site evaluation, likely due to both technical and cultural factors. Further study is warranted particularly in the delivery of family instruction materials prior to the evaluation and to quality assurance measures.

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.

Augmentative and Alternative Communication for Learners with Autism Spectrum Disorders

2015 ◽  
pp. 1449-1466
Author(s):  
Jody M. Pirtle ◽  
Elizabeth A. West
Keyword(s):  
Autism Spectrum Disorders ◽  
Support Services ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Alternative Communication ◽  
Current State ◽  
Prominent Component ◽  
Spectrum Disorders

Augmentative and Alternative Communication (AAC) is a prominent component in the development of support services for learners with Autism Spectrum Disorders (ASD). In this chapter, the authors provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding AAC for learners with ASD. Emphasis will be on school-age children diagnosed with ASD. Features of AAC systems as well as the benefits and challenges are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

scholarly journals Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders

2021 ◽  
Vol 46 (1) ◽  
pp. 18-34
Author(s):  
Jessica Caron ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Augmentative And Alternative Communication ◽  
Word Reading ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading ◽  
Severe Autism

The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with severe autism spectrum disorder (ASD) who had minimal or no speech. The study implemented a single-subject, multiple-probe, across word sets design with four participants. All four participants in this study demonstrated increased accuracy reading targeted single words and results from this study provide preliminary evidence that the T2L features can positively affect the single-word learning of individuals with ASD who have minimal speech and limited literacy skills.

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.

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.

Assistive Technologies, Digital Literacy and Didactic for Inclusion

2019 ◽  
Vol 10 (3) ◽  
pp. 1-9 ◽  
Author(s):  
Eugenia Treglia ◽  
Angela Magnanini ◽  
Gianni Caione ◽  
Monica Alina Lungu
Keyword(s):  
Digital Literacy ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Communication Processes ◽  
Spectrum Disorders ◽  
Technical Solutions ◽  
Specific Disability

This article aims to investigate the relationship between technologies and disabilities in the field of special education. In particular, this article discusses the role of aiding technologies, such as augmentative and alternative communication (AAC), in the learning and integration processes of people with disabilities, with a focus on autistic spectrum disorders. To facilitate the accessibility of tools and IT products, various types of aiding technologies are now available, namely a set of hardware and software technical solutions that provide working configurations suitable for the special needs of users, allowing them to overcome the disadvantage gap resulting from a specific disability. The AAC, as an aiding technology, in addition to fostering communication processes, allows the user with autism spectrum disorders to interface in a more functional way with the computer tool, and thus to implement its digital literacy and consequent learning possibilities.

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