Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication

2016 ◽  
Vol 38 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Eliza Webb ◽  
Elijia Buenviaje
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Receptive Language ◽  
Task Demands ◽  
Future Research ◽  
Alternative Communication ◽  
Rule Based ◽  
Normal Limits ◽  
Graphic Symbols ◽  
Graphic Symbol

Four 5-year-old children with receptive language within normal limits and who required augmentative and alternative communication (AAC) received instruction in producing six different semantic–syntactic structures (three treatment and three generalization targets). Participants accessed single-meaning graphic symbols using an AAC app on an iPad to create their messages. A single-case, multiple probe across targets design was used to assess the progress of each participant, and supplementary measures including self-corrections and error types were analyzed. Three participants mastered all six targets during baseline, with a fourth mastering four of six targets in baseline. In contrast to prior reports, findings from the current study indicate that some young children who require AAC can learn to produce rule-based messages using single-meaning graphic symbols rapidly and with minimal instruction. Careful attention to participant characteristics and task demands are required in future research to further refine approaches to teaching young participants to produce rule-based graphic symbol messages.

scholarly journals Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication

2017 ◽  
Vol 60 (7) ◽  
pp. 1930-1945 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Lindsay Mansfield
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Single Case ◽  
Receptive Language ◽  
Speech Disorders ◽  
Alternative Communication ◽  
Baseline Phase ◽  
Rule Based ◽  
Graphic Symbols ◽  
Graphic Symbol

Purpose This study investigated the early rule-based sentence productions of 3- and 4-year-old children with severe speech disorders who used single-meaning graphic symbols to communicate. Method Ten 3- and 4-year-olds requiring the use of augmentative and alternative communication, who had largely intact receptive language skills, received instruction in producing up to four different semantic–syntactic targets using an Apple iPad with a communication app. A single-case, multiple-probe, across-targets design was used to assess the progress of each participant and target. Generalization to new vocabulary was assessed, and a subgroup also was taught to produce sentences using grammatical markers. Results Some targets (primarily possessor-entity) were mastered in the baseline phase, and the majority of the remaining targets were mastered during intervention. All four children who completed intervention for grammatical markers quickly learned to use the markers accurately. Conclusions Expressive language potential for preschoolers using graphic symbol–based augmentative and alternative communication systems should not be underestimated. With appropriate presentation and intervention techniques, some preschoolers with profound speech disorders can readily learn to produce rule-based messages via graphic symbols.

Exploring AAC graphic symbol choices: a preliminary study

2020 ◽  
Vol 14 (3) ◽  
pp. 171-185
Author(s):  
Eliada Pampoulou ◽  
Donald R. Fuller
Keyword(s):  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Developmental Disorders ◽  
Online Survey ◽  
Professional Associations ◽  
Alternative Communication ◽  
Content Type ◽  
Graphic Symbols ◽  
Wide Range ◽  
Graphic Symbol

Purpose Graphic symbols have been used widely in the field of augmentative and alternative communication (AAC). The advancement of technology in recent years has stimulated their development even further, thereby providing speech-language pathologists (SLPs) a wide range of options to choose for the individuals they support. However, existing literature on graphic symbols is scant and clinicians must base their decisions almost solely on clinical judgment. This paper aims to investigate the factors SLPs consider when choosing corpuses of graphic symbols for their clients. Design/methodology/approach An online survey was used that allowed multiple-choice responses. Data were analyzed and presented primarily as percentages. Findings Most respondents used graphic symbols with people having developmental disorders, and the corpuses of symbols they drew upon were based predominantly on availability, characteristics of the individual’s impairment or disability and intelligibility to the user and his or her communication partners. Existing policies related to graphic symbols also influence clinicians’ choices. SLPs search for support mainly from professional associations and training providers. In terms of use with technology, ready-made symbol packages for clinicians to use were found to be attractive. Practical implications Professional associations and institutions that focus on AAC need to provide adequate support to clinicians with a foundation based on evidence-based practice. Originality/value To the best of the authors’ knowledge, this is the first research that focuses on current practices concerning the factors SLPs take into consideration when choosing the optimum graphic symbol corpus(es) for their clients.

Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols

2009 ◽  
Vol 37 (1) ◽  
pp. 1-26 ◽  
Author(s):  
ANN SUTTON ◽  
NATACHA TRUDEAU ◽  
JILL MORFORD ◽  
MONICA RIOS ◽  
MARIE-ANDRÉE POIRIER
Keyword(s):  
Augmentative And Alternative Communication ◽  
Individual Response ◽  
Response Patterns ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Response Strategies ◽  
Graphic Symbols ◽  
Graphic Symbol ◽  
Simple Sentences

ABSTRACTChildren who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perform tasks involving sequences of graphic symbols. Thirty participants were asked to transpose spoken simple sentences into graphic symbols by selecting individual symbols corresponding to the spoken words, and to interpret graphic symbol utterances by selecting one of four photographs corresponding to a sequence of three graphic symbols. The results showed that these were not simple tasks for the participants, and few of them performed in the expected manner – only one in transposition, and only one-third of participants in interpretation. Individual response strategies in some cases lead to contrasting response patterns. Children at this age level have not yet developed the skills required to deal with graphic symbols even though they have mastered the corresponding spoken language structures.

Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis

2018 ◽  
Vol 61 (7) ◽  
pp. 1743-1765 ◽  
Author(s):  
Tara O'Neill ◽  
Janice Light ◽  
Lauramarie Pope
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Meta Analysis ◽  
Experimental Designs ◽  
Future Research ◽  
Alternative Communication ◽  
Highly Effective ◽  
Aided Aac ◽  
Communication Needs ◽  
Aided Language Stimulation

PurposeThe purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC.MethodA systematic search resulted in the identification of 26 single-case experimental designs (88 participants) and 2 group experimental designs (103 participants). Studies were coded in terms of participants, intervention characteristics, dependent variables, outcomes, and quality of evidence.ResultsAAC interventions that included aided AAC input in isolation, or as part of a multicomponent intervention, were found to be highly effective across participants of various ages, disabilities, and language skills. The interventions typically included aided AAC input in conjunction with expectant delay, direct prompting (e.g., spoken, gestural), contingent responding, and open-ended questions. The interventions were found to be highly effective in supporting both comprehension and expression across the domains of pragmatics, semantics, and morphosyntax. Outcomes related to expression were reported more often than outcomes related to comprehension.ConclusionAided AAC input may reduce input–output asymmetry and enhance expression and comprehension for individuals who use AAC; the evidence suggests that partners should utilize this strategy. Future research is needed to investigate the effects of AAC input (aided and unaided) on long-term language development for individuals who require AAC.Supplemental Materialhttps://doi.org/10.23641/asha.6394364

scholarly journals Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

2021 ◽  
Vol 12 ◽  
Author(s):  
Gat Savaldi-Harussi ◽  
Leah Fostick
Keyword(s):  
Augmentative And Alternative Communication ◽  
Linguistic Knowledge ◽  
Alternative Communication ◽  
Syntactic Structures ◽  
Graphic Symbols ◽  
Significant Difference ◽  
Language Knowledge ◽  
Graphic Symbol ◽  
Verbal Production ◽  
The Impact

The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the impact of the graphic symbol modality on message construction beyond individual differences, language knowledge, and language-specific patterns by providing a direct comparison between children’s verbal and graphic symbol production. Nineteen typically developing Hebrew-speaking children aged 4–5 years were presented with 16 short videos of actions and were asked to express what they saw verbally and by choosing among graphic symbols displayed on an iPad communication board. The 570 clauses produced by the children were coded and analyzed. A significant difference was found in favor of verbal speech across different syntactic structures in terms of utilization of the target lexicon, syntactic complexity, and expected target word order. These results are consistent with the existing literature for English. Implications for AAC practices are discussed, highlighting the notion that using graphic symbols to represent spoken language may not reflect actual linguistic knowledge and that adequate, explicit instruction is necessary for graphic representation of more complex linguistic structures.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
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.

“My World Has Expanded Even Though I'm Stuck at Home”: Experiences of Individuals With Amyotrophic Lateral Sclerosis Who Use Augmentative and Alternative Communication and Social Media

2015 ◽  
Vol 24 (4) ◽  
pp. 680-695 ◽  
Author(s):  
Jessica Caron ◽  
Janice Light
Keyword(s):  
Social Media ◽  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Loss Of Function ◽  
Alternative Communication ◽  
Communication Modes ◽  
Communication Needs ◽  
Use Of Social Media ◽  
Lateral Sclerosis

PurposeThis study aimed to expand the current understanding of how persons with amyotrophic lateral sclerosis (pALS) use augmentative and alternative communication and social media to address their communication needs.MethodAn online focus group was used to investigate the experiences of 9 pALS who use augmentative and alternative communication and social media. Questions posed to the group related to (a) current use of social media, (b) advantages of social media, (c) barriers to independent use, (d) supports to independent use, and (e) recommendations for developers, policy makers, and other pALS.ResultsParticipants primarily reported that use of social media was a beneficial tool that provided increased communication opportunities, connections to communication partners, and networks of support. Specific results are discussed with reference to the research as well as implications for practice and recommendations for future research.ConclusionsAs individuals with ALS experience loss of function, some communication modes may no longer be viable. Providing access to different modes of communication, including social media, can allow independence, participation and better quality of life.

scholarly journals 15th Biennial Conference of International Society for Augmentative and Alternative Communication (ISAAC)

2012 ◽  
Vol 4 (1) ◽  
pp. 49-50
Author(s):  
Katya R. Hill
Keyword(s):  
International Society ◽  
Augmentative And Alternative Communication ◽  
Scientific Community ◽  
Future Research ◽  
Research Needs ◽  
Alternative Communication ◽  
Current Information ◽  
Biennial Conference

The 15th Biennial Conference of ISAAC will be held July 28  to August 4, 2012, in Pittsburgh, PA, USA. A Research Symposium will be held August 3-4, over a two-day period following the Main Conference. Participants will explore theoretical, methodological and empirical issues of interest within the scientific community. The symposium will include a working seminar on Tele-AAC: AAC Meets Telerehabilitation -- Envisioning Transformative Tele-AAC Research. This seminar is geared toward researchers, clinicians, educators and students who are interested in acquiring current information about telerehabilitation (telepractice) so that they might engage in and/or become knowledgeable consumers of Tele-AAC Research and identify current and future research needs and opportunities. 

Adaptation to Technology Use in Families of Children With Complex Communication Needs: An Integrative Review and Family Theory Application

2020 ◽  
Vol 26 (2) ◽  
pp. 153-178
Author(s):  
Patricia West ◽  
Marcia Van Riper ◽  
Gwen Wyatt ◽  
Rebecca Lehto ◽  
Sarah N. Douglas ◽  
...  
Keyword(s):  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Meta Analysis ◽  
Integrative Review ◽  
Future Research ◽  
Alternative Communication ◽  
Family Adaptation ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Conceptual Foundations

Families with children who have developmental disabilities and complex communication needs (CCNs) face challenging demands affecting family adaptation. Many children with CCNs use augmentative and alternative communication (AAC) devices to support communication, yet little is known about family adaptation to such technology. To fill this gap, an integrative review, guided by the Resiliency Model of Family Stress, Adjustment, and Adaptation was conducted to assess conceptual foundations and the state of the science of family adaptation among children utilizing AAC. Web-based searches were conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and the Mixed Methods Appraisal Tool. Thirty-three studies met eligibility. Findings demonstrated that to enhance the science underpinning family adaptation to AAC use, future research should be grounded conceptually and address important components of the Resiliency Model. Work in this emerging area will identify and facilitate nursing efforts to assist families as they adapt to communication technology.

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