Integrating Augmentative and Alternative Communication and Peer Support for Students with Disabilities: A Social-Ecological Perspective

2012 ◽  
Vol 27 (2) ◽  
pp. 23-39 ◽  
Author(s):  
Kimberly Wolowiec Fisher ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Peer Support ◽  
Augmentative And Alternative Communication ◽  
Ecological Perspective ◽  
Alternative Communication ◽  
Social Ecological

Augmentative and Alternative Communication and Remote Learning

2021 ◽  
pp. 875687052110525
Author(s):  
Marla J. Lohmann ◽  
Alexandria Kappel ◽  
Matthew S. Taylor
Keyword(s):  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Virtual Classroom ◽  
Assistive Technologies ◽  
Individualized Education Programs ◽  
Alternative Communication ◽  
Language Disabilities ◽  
Online Classrooms ◽  
Access Services ◽  
Remote Learning

For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without the need for students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.

Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use

2017 ◽  
Vol 122 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Jenny Gustafson
Keyword(s):  
General Education ◽  
Peer Support ◽  
Augmentative And Alternative Communication ◽  
Peer Interaction ◽  
Collaborative Planning ◽  
Alternative Communication ◽  
School Students ◽  
General Educator ◽  
Speech Language Pathologist ◽  
Communication Needs

Abstract Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.

Working with Asian American Families Whose Children Have Augmentative and Alternative Communication Needs

2002 ◽  
Vol 17 (4) ◽  
pp. 5-13 ◽  
Author(s):  
Phil Parette ◽  
Mary Blake Huer
Keyword(s):  
Students With Disabilities ◽  
Family Involvement ◽  
Asian American ◽  
Augmentative And Alternative Communication ◽  
Communication Styles ◽  
Minority Population ◽  
Alternative Communication ◽  
Related Services ◽  
Communication Needs ◽  
American Families

The increase in students with disabilities from Asian backgrounds who receive special education and related services places greater responsibility on professionals providing augmentative and alternative communication (AAC) services to children and families. Numerous values that are deeply embedded in Asian American families may influence the success of family involvement in team decision-making processes as well as subsequent AAC interventions. Contrasting Euro-American and Asian values are examined with particular emphasis on differences exhibited by these families with regard to (a) perspectives on disability, health care, family life, and education/intervention; (b) communication styles; and (c) reactions to AAC. Specific suggestions are offered to practitioners who may be working with this growing minority population in contemporary society.

More Than Words: Examining Communicative Competence Through a Preschool-Age Child With Autism

Inclusion ◽  
2015 ◽  
Vol 3 (3) ◽  
pp. 176-196 ◽  
Author(s):  
Laura S. DeThorne ◽  
Julie A. Hengst ◽  
Hillary A. Valentino ◽  
Stephanie A. Russell
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communicative Competence ◽  
Preschool Age ◽  
Ecological Framework ◽  
Alternative Communication ◽  
Categorical Analysis ◽  
Social Ecological ◽  
Communication Device ◽  
Field Notes ◽  
Social Ecological Framework

Abstract Using a social-ecological framework, this case study examined communicative competence through classroom interactions involving Aaron, a preschool-age child with autism who utilized an augmentative and alternative communication device (AAC). In addition to Aaron, participants included Aaron's father, the school director, classroom teachers, a paraprofessional, and 17 of Aaron's preschool classmates. The present analyses relied on ethnographic data collected by Russell and Valentino (2013)—specifically, five observations of classroom activities involving Aaron, one of which was video recorded, and six semistructured interviews of adult participants. Our extended analyses included a categorical analysis focused on communicative offers to and from Aaron as recorded in observational field notes and a new situated discourse analysis of the video-recorded small group activity. Together results revealed three key components of communicative competence: (a) presumed competence, (b) flexible multimodality, and (c) synchronized repetition. Implications focus on how to conceptualize and support communicative competence for children who use AAC from a social-ecological framework.

Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms

2012 ◽  
Vol 117 (5) ◽  
pp. 349-367 ◽  
Author(s):  
Yun-Ching Chung ◽  
Erik W. Carter ◽  
Lynn G. Sisco
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Research Directions ◽  
Close Proximity ◽  
Future Research Directions ◽  
General Education Classrooms

Abstract The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

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.

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