Increasing reciprocal social interactions using collaborative art activities: An intervention for children with complex communication needs and their peers

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

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“Two Friends Spending Time Together”: The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents With Autism Spectrum Disorder

Language Speech and Hearing Services in Schools ◽

10.1044/2021_lshss-21-00016 ◽

2021 ◽

pp. 1-14

Author(s):

Salena Babb ◽

David McNaughton ◽

Janice Light ◽

Jessica Caron

Keyword(s):

Autism Spectrum Disorder ◽

Social Interaction ◽

Social Interactions ◽

Autism Spectrum ◽

Complex Communication Needs ◽

Adolescents With Autism ◽

Communication Needs ◽

The Impact ◽

Peer Partners ◽

Adolescents With Asd

Purpose Social interaction poses many challenges for adolescents with autism spectrum disorder (ASD) and complex communication needs. The purpose of this study was to investigate the impact of video visual scene displays (video VSDs) on communication during interactions between adolescents with ASD and peer partners. Method This study used an across-participant multiple-baseline single-case experimental design. Four adolescents with ASD and complex communication needs were taught to use video VSDs, presented on a tablet-based app, during social interactions with peer partners in a high school setting. The video VSDs used during the interactions were selected (and programmed with vocabulary) based on the interests of the adolescent with ASD and their peer partner. Results Following the introduction of the video VSD intervention, all four adolescents with ASD demonstrated an increase in communicative turns compared to baseline (Tau- U = 1.0, 95% CI [0.56, 1]), and all four increased in modes of communication used. Increased use of speech also was observed for the three participants who made use of speech prior to the intervention. All participants with ASD (and their peer partners) expressed an interest in continued use of the video VSD app to support social interaction. Conclusion The use of video VSDs may be a viable option to increase the participation and communication of adolescents with ASD during social interactions with peer partners. Supplemental Material https://doi.org/10.23641/asha.16734532

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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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig12-2019-0007 ◽

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.

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Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.2.91 ◽

2014 ◽

Vol 23 (2) ◽

pp. 91-98 ◽

Cited By ~ 1

Author(s):

Celeste R. Helling ◽

Jamila Minga

Keyword(s):

Augmentative And Alternative Communication ◽

Evaluation Process ◽

Assessment Process ◽

Diagnostic Tools ◽

Alternative Communication ◽

Complex Communication Needs ◽

Expressive Communication ◽

Communication Evaluation ◽

Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

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Case Studies for Telepractice in AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.1.42 ◽

2014 ◽

Vol 23 (1) ◽

pp. 42-54 ◽

Cited By ~ 1

Author(s):

Tanya Rose Curtis

Keyword(s):

Service Delivery ◽

Case Studies ◽

Eye Gaze ◽

Cognitive Impairments ◽

Perceived Barriers ◽

Computer Experience ◽

Access Methods ◽

Complex Communication Needs ◽

Barriers To Service ◽

Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.2.112 ◽

2013 ◽

Vol 22 (2) ◽

pp. 112-119 ◽

Cited By ~ 9

Author(s):

Debora Downey ◽

Mary Beth Happ

Keyword(s):

Health Care Providers ◽

Communication Disorders ◽

Provider Communication ◽

Nurse Training ◽

Care Providers ◽

Speech Language Pathologists ◽

Complex Communication Needs ◽

Team Members ◽

Patient Provider Communication ◽

Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

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Augmentative and Alternative Communication: Assessment in the Schools

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.1.13 ◽

2008 ◽

Vol 17 (1) ◽

pp. 13-19 ◽

Cited By ~ 5

Author(s):

Lisa A. Proctor ◽

Jill Oswalt

Keyword(s):

Augmentative And Alternative Communication ◽

Receptive Language ◽

Assessment Tools ◽

Literacy Assessment ◽

Alternative Communication ◽

Complex Communication Needs ◽

Communication Assessment ◽

School Based ◽

Main Portion ◽

Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

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New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.40 ◽

2017 ◽

Vol 2 (12) ◽

pp. 40-54

Author(s):

Jamie B. Boster ◽

Joann P. Benigno ◽

John W. McCarthy

Keyword(s):

Language Development ◽

Augmentative And Alternative Communication ◽

Developmental Theory ◽

Alternative Communication ◽

Complex Communication Needs ◽

Communication Devices ◽

Development Of Language ◽

Communication Needs ◽

System Interfaces ◽

Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

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