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.

The Evolution of Augmentative Communication and the Importance of Alternate Access

2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cell Phone ◽  
Handheld Devices ◽  
Alternative Communication ◽  
Access Methods ◽  
The Past ◽  
Communication Device ◽  
Internet Browser ◽  
A Cell ◽  
Development Of Language

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.

scholarly journals Lives on hold: A qualitative study of young refugees’ resilience strategies

Childhood ◽  
2017 ◽  
Vol 24 (3) ◽  
pp. 348-365 ◽  
Author(s):  
Marieke Sleijpen ◽  
Trudy Mooren ◽  
Rolf J Kleber ◽  
Hennie R Boeije
Keyword(s):  
Data Analysis ◽  
Social Context ◽  
Qualitative Study ◽  
Treatment Seeking ◽  
Ecological Framework ◽  
Residence Permit ◽  
Social Ecological ◽  
The Social ◽  
Time Specific ◽  
Social Ecological Framework

Although the literature on positive adjustment following traumatic events is growing, only a few studies have examined this phenomenon in young refugees. Using the social-ecological framework, the aim of this study was to identify factors and processes that according to young refugees promote their resilience. A total of 16 treatment-seeking refugees aged 13–21 years, living in the Netherlands, were interviewed. Data analysis revealed four resilience strategies: (1) acting autonomously, (2) performing at school, (3) perceiving support from peers and parents, and (4) participating in the new society. These strategies interacted with one another and demonstrated the interrelatedness between individuals and their social context. Having to wait long for a residence permit and being older appeared to negatively influence participants’ resilience strategies. These findings suggest that resilience refers to a dynamic process that is context and time specific.

scholarly journals Modelling and simulating change in reforesting mountain landscapes using a social-ecological framework

2010 ◽  
Vol 25 (2) ◽  
pp. 267-285 ◽  
Author(s):  
Annick Gibon ◽  
David Sheeren ◽  
Claude Monteil ◽  
Sylvie Ladet ◽  
Gérard Balent
Keyword(s):  
Ecological Framework ◽  
Social Ecological ◽  
Mountain Landscapes ◽  
Social Ecological Framework

scholarly journals Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

2013 ◽  
Vol 56 (5) ◽  
pp. 1595-1612 ◽  
Author(s):  
Nancy C. Brady ◽  
Kathy Thiemann-Bourque ◽  
Kandace Fleming ◽  
Kris Matthews
Keyword(s):  
Augmentative And Alternative Communication ◽  
Latent Variable ◽  
Structural Equation ◽  
Communication Complexity ◽  
Equation Model ◽  
Preschool Age ◽  
Outcome Variable ◽  
Alternative Communication ◽  
Outcomes For Children ◽  
At Home

Purpose To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was the number of different words the children produced (with speech, sign, or speech-generating devices). Children's intrinsic predictor for language was modeled as a latent variable consisting of cognitive development, comprehension, play, and nonverbal communication complexity. Adult input at school and home, and amount of augmentative or alternative communication instruction, were proposed mediators of vocabulary acquisition. Results A confirmatory factor analysis revealed that measures converged as a coherent construct, and a structural equation model indicated that the intrinsic child predictor construct predicted different words children produced. The amount of input received at home, but not at school, was a significant mediator. Conclusions The hypothesized model accurately reflects a latent construct of Intrinsic Symbolic Factor (ISF). Children who evidenced higher initial levels of ISF and more adult input at home produced more words 1 year later. The findings support the need to assess multiple child variables and suggest interventions directed to the indicators of ISF and input.

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