Augmentative and alternative communication: the role of broadband telecommunications

1995 ◽  
Vol 3 (3) ◽  
pp. 254-260 ◽  
Author(s):  
A. McKinlay ◽  
W. Beattie ◽  
J.L. Arnott ◽  
N.A. Hine
Keyword(s):  
Augmentative And Alternative Communication ◽  
Alternative Communication

scholarly journals Augmentative and alternative communication intervention: A lifespan issue

2000 ◽  
Vol 56 (1) ◽  
pp. 25-28
Author(s):  
E. Alante
Keyword(s):  
Problem Solving ◽  
Augmentative And Alternative Communication ◽  
Team Work ◽  
Communication Intervention ◽  
Collaborative Approach ◽  
Alternative Communication ◽  
Intervention Team ◽  
Effective Problem

The purpose of this article is to reflect on the needs of people with little or no functional speech and the difficulties they experience throughout their lives. The mismatch between the needs of Augmentative and Alternative Communication (AAC) users and intervention provided is explored by firstly addressing the need for AAC users to become an integral part of the intervention team and in this way to professionalise consumer input. Secondly, the need for a more collaborative approach to team work is highlighted to ensure more effective problem-solving of lifespan issues. Finally, some brief comments are made about the role of the physiotherapist as part of the AAC intervention team 

scholarly journals Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays

2017 ◽  
Vol 26 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Andrea Barton-Hulsey ◽  
Jane Wegner ◽  
Nancy C. Brady ◽  
Betty H. Bunce ◽  
Rose A. Sevcik
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Scene ◽  
Future Research ◽  
Functional Communication ◽  
Alternative Communication ◽  
Communication Assessment ◽  
Speech Generating Device ◽  
Symbol Comprehension ◽  
Communication Needs

Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.

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.

Family Issues and Assistive Technology Needs: A Sampling of State Practices

1997 ◽  
Vol 13 (3) ◽  
pp. 27-43 ◽  
Author(s):  
Howard P. Parette ◽  
Jack J. Hourcade
Keyword(s):  
Assistive Technology ◽  
Augmentative And Alternative Communication ◽  
Service System ◽  
Federal Legislation ◽  
Alternative Communication ◽  
Family Issues ◽  
Preschoolers With Disabilities ◽  
The Many

In part as a result of federal legislation in the 1980s and 1990s, preschoolers with disabilities and their families increasingly have access to augmentative and alternative communication (AAC) devices. However, to date much is still to be learned about the degree to which various factors impact the many decisions inherent in prescribing AAC devices for these children. This survey of the 58 Part H coordinators throughout the nation queried respondents on services provided; factors considered during evaluation; the role of families in this process; and the consideration of the characteristics of the child, the technology, and the service system. The results are discussed in light of the necessity for sensitivity on the part of professionals to family issues.

scholarly journals Revisiting the Role of Augmentative and Alternative Communication in Aphasia Rehabilitation

2020 ◽  
Vol 29 (2) ◽  
pp. 909-913
Author(s):  
Aimee Dietz ◽  
Sarah E. Wallace ◽  
Kristy Weissling
Keyword(s):  
Augmentative And Alternative Communication ◽  
Treatment Plan ◽  
Contemporary Literature ◽  
Comprehensive Treatment ◽  
Language Function ◽  
Alternative Communication ◽  
Language Performance ◽  
Dual Purpose

Purpose The purpose of this article is to revisit the role of augmentative and alternative communication (AAC) in poststroke aphasia rehabilitation. The authors' intent is to provide a viewpoint that expands the use of AAC in poststroke aphasia rehabilitation. Specifically, we seek to clarify the role of AAC in restorative and participation approaches to aphasia rehabilitation while also considering the role of AAC in a comprehensive treatment plan. The authors support their viewpoint with citations from both the historic and contemporary literature on aphasia rehabilitation. Conclusions A thought-provoking viewpoint on the role of AAC in poststroke aphasia rehabilitation is proposed. More specifically, the versatility of AAC strategies is reviewed, with an emphasis on how AAC can be used to empower people with aphasia to fully participate and engage in life activities with increased independence. Moreover, we argue that AAC can be viewed as a dual-purpose tool that can simultaneously serve to drive intersystemic reorganization resulting in some improved language performance—and perhaps restoration of language function—while offering a communication alternative during inevitable anomic events.

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