Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

How Are Stakeholders With Autism Spectrum Disorder Included in the Social Validation of Augmentative and Alternative Communication Research? A Scoping Review

2021 ◽  
Vol 30 (2) ◽  
pp. 817-832
Author(s):  
Kirsty Bastable ◽  
Sandra Klopper ◽  
Alecia Samuels ◽  
Shakila Dada
Keyword(s):  
Autism Spectrum Disorder ◽  
Scoping Review ◽  
Augmentative And Alternative Communication ◽  
Research Process ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Validation ◽  
Alternative Communication ◽  
The Social ◽  
Scoping Reviews

Introduction Social validation or the inclusion of stakeholders in the research process is beneficial, as it may decrease bias, increases efficacy, and prevents harm. For direct stakeholders such as individuals with autism spectrum disorder (ASD), social validation has mostly included participants who do not experience significant speech, language, and communication limitations while frequently omitting individuals with ASD who have complex communication needs (CCN). The presence of CCN indicates that augmentative and alternative communication (AAC) strategies are needed for individuals to express themselves. Social validation should not be limited to being participants in an intervention but should include involvement in the research process. This requires an understanding of the current trends, levels, and mechanisms of involvement in AAC research. Purpose This review aimed to identify and describe the inclusion of direct stakeholders with ASD in the social validation of AAC research. Method A scoping review was conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews) methodology to identify AAC research that included stakeholders with ASD (direct and indirect) for social validation and to evaluate their level of involvement using the Typology of Youth Participation and Empowerment pyramid framework. Results Twenty-four studies were identified. Studies primarily included indirect stakeholders (e.g., caregivers) giving in-depth perspectives, while direct stakeholders were limited to being intervention participants. Conclusions Voices of direct stakeholders with ASD and CCN remain limited or excluded in research. Reasons for the exclusion of individuals with ASD and CCN from research and strategies for future inclusion are raised and discussed.

Speech-Language Pathologists’ Roles in the Delivery of Positive Behavior Support for Individuals With Developmental Disabilities

2004 ◽  
Vol 13 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Karen D. Bopp ◽  
Kenneth E. Brown ◽  
Pat Mirenda
Keyword(s):  
Developmental Disabilities ◽  
Positive Behavior Support ◽  
Augmentative And Alternative Communication ◽  
Positive Behavior ◽  
Functional Communication ◽  
Alternative Communication ◽  
Behavior Support ◽  
Speech Language Pathologists ◽  
Severe Developmental Disabilities ◽  
Communication Interventions

Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.

A Systematic Review of Research on Augmentative and Alternative Communication Interventions for Children Aged 6–10 in the Last Decade

2021 ◽  
pp. 1-18
Author(s):  
Argia Langarika-Rocafort ◽  
Nahia Idoiaga Mondragon ◽  
Gorka Roman Etxebarrieta
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Methodological Quality ◽  
Common Type ◽  
Alternative Communication ◽  
Narrative Skills ◽  
Electronic Search ◽  
Communication Interventions

Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children aged between 6 and 10 years with mixed diagnoses. Method MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest) were searched. The studies were independently selected by two reviewers for the purposes of the review. The methodological quality of the included studies was assessed, and characteristics and results of the studies were extracted. Results This review included 14 studies from a total of 1,204 found through an electronic search. The AAC interventions studied were effective at improving various outcomes in children with mixed diagnoses. Interventions that focused on narrative skills were the most common type. When considering the quality of the studies, the independence of assessors, data analysis, replication, and generalization of interventions were the weaker areas. Conclusions Interventions analyzed in this review improve communication skills, including phonological awareness, vocabulary, requesting, and developing narrative skills in children aged between 6 and 10 years with mixed diagnoses. The results of one study also indicate that the acquisition of skills using an AAC method is superior when the child prefers the method. Supplemental Material https://doi.org/10.23641/asha.14462256

scholarly journals Alternative and Augmentative Communication in Support of Persons with Language Development Retardation

2018 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Narcisa Delia Valentina CHIRVASIU ◽  
Elena SIMION-BLÂNDĂ
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Early Stage ◽  
Individual Therapy ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Language Functions ◽  
The Individual ◽  
Communication Interventions

Frequently, a child with severe deficiencies is at an early stage of communication development, which symbolizes a disadvantage in comparison to his chronological age. Although the child may display a certain repertoire of incipient communication behavior due to his motor, sensory, cognitive, or another type of deficiency, it is possible that adults may not be able or may not know to respond to these types of behavior. Furthermore, when adults try to answer, it can happen that the child can not understand their signals. As a result, the child is not able to acquire the necessary understanding in order to make the cognitive progress from unintentional communication to an intended one. In the individual therapy sessions, where the parent will participate, the augmentative and alternative communication specialist will implement the individual intervention program in order to develop the child's language functions and the transition to the intentional, symbolic communication in order to achieve a recovery or a compensation of the language function. In Augmentative and Alternative Communication interventions, subjects will be encouraged to use various methods and means in different situations and with different comunication parteners. The Augmentative and Alternative Communication system represents the opportunity for people with a delay in language development to aquire a certain level of indepence, contributing to greater social participation by these people.

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