Vocabulary selection for Australian children who use augmentative and alternative communication

2007 ◽  
Vol 32 (4) ◽  
pp. 291-301 ◽  
Author(s):  
David Trembath ◽  
Susan Balandin ◽  
Leanne Togher
Keyword(s):  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Selection For

Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication

2019 ◽  
Vol 28 (3) ◽  
pp. 1000-1009
Author(s):  
Allison Bean ◽  
Lindsey Paden Cargill ◽  
Samantha Lyle
Keyword(s):  
Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Developmentally Appropriate ◽  
School Age Children ◽  
Alternative Communication ◽  
School Based ◽  
Selection For ◽  
Nonverbal Children ◽  
Grammatical Structures ◽  
Insufficient Knowledge

Purpose Nearly 50% of school-based speech-language pathologists (SLPs) provide services to school-age children who use augmentative and alternative communication (AAC). However, many SLPs report having insufficient knowledge in the area of AAC implementation. The objective of this tutorial is to provide clinicians with a framework for supporting 1 area of AAC implementation: vocabulary selection for preliterate children who use AAC. Method This tutorial focuses on 4 variables that clinicians should consider when selecting vocabulary: (a) contexts/environments where the vocabulary can be used, (b) time span during which the vocabulary will be relevant, (c) whether the vocabulary can elicit and maintain interactions with other people, and (d) whether the vocabulary will facilitate developmentally appropriate grammatical structures. This tutorial focuses on the role that these variables play in language development in verbal children with typical development, verbal children with language impairment, and nonverbal children who use AAC. Results Use of the 4 variables highlighted above may help practicing SLPs select vocabulary that will best facilitate language acquisition in preliterate children who use AAC.

Extended Communication Samples of Augmented Communicators I

1990 ◽  
Vol 55 (2) ◽  
pp. 217-224 ◽  
Author(s):  
Kathryn M. Yorkston ◽  
Kathleen Smith ◽  
David Beukelman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Total Sample ◽  
Single Word ◽  
Alternative Communication ◽  
Clinical Concern ◽  
Total Communication ◽  
Word Lists ◽  
Selection For ◽  
Compare And Contrast

Vocabulary selection for linguistically intact augmented communicators is a growing clinical concern. The purpose of this study as to compare and contrast the relative benefits of word lists that were individualized for these augmented subjects to word lists selected from standard vocabulary sources. Communication samples were collected for 14 consecutive days from 10 subjects who used augmentative and alternative communication (AAC) devices. These samples were analyzed to determine the frequency of single word occurrence, and the results were compared with those obtained from analysis of standard vocabulary lists. The conclusions of the study were (a) that when vocabulary lists are individually created, based on the frequency of word occurrence natural communication samples, relatively short lists can represent a large proportion of the total communication sample; (b) that individualized word lists are more efficient than standard vocabulary lists, if efficiency is defined as a large proportion of the total sample represented by a small list; and (c) that if used in their entirety, standard lists are not efficient because they contain large number of words that are rarely used.

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.

Enhancing Vocabulary Selection for Preschoolers Who Require Augmentative and Alternative Communication (AAC)

2001 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice C. Light ◽  
Tara Kramer Paige
Keyword(s):  
Augmentative And Alternative Communication ◽  
Subsequent Development ◽  
Field Testing ◽  
Future Research ◽  
Typically Developing ◽  
Alternative Communication ◽  
Line Drawings ◽  
Community Activities ◽  
Selection For ◽  
High Level

Augmentative and alternative communication (AAC) systems (e.g., communication books of line drawings, computer-based voice output systems) offer children with severe communication disabilities increased opportunities for participation in home, school, and community activities. However, without the appropriate vocabulary, AAC systems will not be effective. This project addressed the challenge of vocabulary selection for children who require AAC through two studies: (1) analysis of the vocabulary of typically developing preschoolers and (2) subsequent development and field testing of a vocabulary selection questionnaire. Language samples from five typically developing preschool children were analyzed to determine the words used and the content of the preschoolers’ language. Results indicated that a large portion of the words used by the participants was accounted for by a relatively limited number of words. Using these data and data from other studies in the field, a vocabulary selection questionnaire for professionals and parents was developed and field-tested. A total of 45 speech-language pathologists, teachers, and parents indicated a high level of satisfaction, with 93% of informants reporting that they would use the tool again and 98% of informants indicating that they would recommend it to other parents and professionals. Results from both studies are presented and discussed with reference to clinical implications and future research directions.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

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.

AAC Considerations for Individuals With Angelman Syndrome

2015 ◽  
Vol 24 (3) ◽  
pp. 106-113 ◽  
Author(s):  
Stephen N. Calculator
Keyword(s):  
Angelman Syndrome ◽  
Augmentative And Alternative Communication ◽  
High Tech ◽  
Alternative Communication ◽  
Design And Implementation

Purpose To provide an overview of communication characteristics exhibited by individuals with Angelman Syndrome (AS) and special considerations associated with the design and implementation of augmentative and alternative communication (AAC) programs. Method Results of recent studies exploring individuals' uses of AAC are reviewed, with particular emphasis on factors related to individuals' acceptance and successful uses of AAC systems. Results Not applicable Conclusion Despite their inconsistent access to practices previously found to foster individuals' acceptance of AAC systems, individuals with AS demonstrate the ability to use AAC systems, including high-tech AAC devices, successfully.

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