Communication Patterns of Youth With Mental Retardation With and Without Their Speech-Output Communication Devices

1999 ◽  
Vol 104 (3) ◽  
pp. 249 ◽  
Author(s):  
Mary Ann Romski ◽  
Rose A. Sevcik ◽  
Lauren B. Adamson
Keyword(s):  
Mental Retardation ◽  
Communication Patterns ◽  
Speech Output ◽  
Communication Devices

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

Adult-Directed Communications of Youth With Mental Retardation Using the System for Augmenting Language

1994 ◽  
Vol 37 (3) ◽  
pp. 617-628 ◽  
Author(s):  
Mary Ann Romski ◽  
Rose A. Sevcik ◽  
Byron Robinson ◽  
Roger Bakeman
Keyword(s):  
Mental Retardation ◽  
Speech Output ◽  
Communication Device ◽  
Daily Interactions ◽  
Second Year ◽  
At Home

This study characterizes the success and effectiveness of adult-directed communications of youth with mental retardation and little or no functional speech who used the System for Augmenting Language (SAL), in concert with vocalizations and gestures, to communicate over a 2-year period. Subjects were introduced to the SAL, a speech-output communication device used during daily interactions, to encourage attempts at communication either at home or school. All subjects used the SAL at home and at school during the second year. Results indicate that subjects used the SAL with their extant forms of communication, particularly vocalizations. Extant communications were more successful than SAL communications, although the environment influenced the success of all of the youth’s communications. The SAL, however, was more effective than vocalizations or gestures in conveying information and interacting with adults in both environments. Maintenance, generalization, and implications for practice are discussed.

Jansky-Bielschowsky syndrome, a lysosomal disease: First diagnosed cash in Oman

1992 ◽  
Vol 50 (1) ◽  
pp. 632-633
Author(s):  
Line Buhl ◽  
David Muirhead
Keyword(s):  
Mental Retardation ◽  
Clinical Picture ◽  
Neurological Disorder ◽  
Clinical Presentation ◽  
Neuronal Ceroid Lipofuscinosis ◽  
Infantile Form ◽  
Lysosomal Disease ◽  
Juvenile Form ◽  
Progressive Encephalopathy ◽  
Lysosomal Diseases

There are four lysosomal diseases of which the neuronal ceroid lipofuscinosis is the rarest. The clinical presentation and their characteric abnormal ultrastructure subdivide them into four types. These are known as the Infantile form (Santavuori-Haltia), Late infantile form (Jansky-Bielschowsky), Juvenile form (Batten-Spielmeyer-Voght) and the Adult form (Kuph's).An 8 year old Omani girl presented wth myclonic jerks since the age of 4 years, with progressive encephalopathy, mental retardation, ataxia and loss of vision. An ophthalmoscopy was performed followed by rectal suction biopsies (fig. 1). A previous sibling had died of an undiagnosed neurological disorder with a similar clinical picture.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

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