A Case Study on the Augmentative and Alternative Communication Intervention of the T.A.C.L.E. Program in a Special Classroom of an Elementary School in the United States

2018 ◽  
Vol 61 (4) ◽  
pp. 19-47
Author(s):  
Kyung-Im Han
Keyword(s):  
United States ◽  
Elementary School ◽  
Augmentative And Alternative Communication ◽  
The United States ◽  
Communication Intervention ◽  
Alternative Communication

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Assistive Technologies at the Edge of Language and Speech Science for Children with Communication Disorders

2016 ◽  
pp. 996-1019
Author(s):  
Joséphine Anne Genèvieve Ancelle
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Language Disorders ◽  
Communication Disorders ◽  
The United States ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Text To Speech ◽  
Therapy Room ◽  
Speech Science

About two million individuals in the United States use augmentative and alternative communication (AAC) devices with text-to-speech (TTS) synthesis to speak on their behalf. In this chapter, two specific systems are introduced and evaluated as potentially significant emerging tools for children with communication disorders. The VocalIDTM project was developed to provide unique voices for children who otherwise speak through standard adult voices. Free SpeechTM is an image-based system designed to address grammatical concepts perceived as abstract by children with language disorders. This chapter also reviews the latest developments in electropalatography (EPG): biofeedback technology, which enables the visualization of tongue to palate contact during speech production. SmartPalateTM has developed cutting-edge hardware and software technology to make EPG more intuitive and more accessible in the therapy room and at home.

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors

2021 ◽  
pp. 1-18
Author(s):  
Allison M. Sauerwein ◽  
Mackenzie M. Burris
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Learning Objectives ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Design Elements ◽  
Language Pathology

Purpose Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. Method An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Results Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. Conclusions This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

Assistive Technologies at the Edge of Language and Speech Science for Children with Communication Disorders

2015 ◽  
pp. 255-277 ◽  
Author(s):  
Joséphine Anne Genèvieve Ancelle
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Language Disorders ◽  
Communication Disorders ◽  
The United States ◽  
Assistive Technologies ◽  
Alternative Communication ◽  
Text To Speech ◽  
Therapy Room ◽  
Speech Science

About two million individuals in the United States use augmentative and alternative communication (AAC) devices with text-to-speech (TTS) synthesis to speak on their behalf. In this chapter, two specific systems are introduced and evaluated as potentially significant emerging tools for children with communication disorders. The VocalIDTM project was developed to provide unique voices for children who otherwise speak through standard adult voices. Free SpeechTM is an image-based system designed to address grammatical concepts perceived as abstract by children with language disorders. This chapter also reviews the latest developments in electropalatography (EPG): biofeedback technology, which enables the visualization of tongue to palate contact during speech production. SmartPalateTM has developed cutting-edge hardware and software technology to make EPG more intuitive and more accessible in the therapy room and at home.

Update on Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists

2019 ◽  
Vol 28 (2) ◽  
pp. 536-549 ◽  
Author(s):  
Rachel K. Johnson ◽  
Jessica Prebor
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Graduate Training ◽  
The United States ◽  
Academic Programs ◽  
Doctoral Training ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
Survey Responses

Purpose This is a report of the data from a current survey of academic programs in the United States, which provide preservice training in augmentative and alternative communication (AAC) for speech-language pathologists in the United States. A comparison of these findings to the last reported survey was made to identify changes and areas in need of further improvement following implementation of the recent changes to the American Speech-Language-Hearing Association Certification Standards of Clinical Practice. Method A survey was distributed to 279 speech-language pathology graduate training programs in the United States identified from the Council on Academic Accreditation program list. Results A total of 79 survey responses were received for a 28.4% response rate. There was a statistically significant increase in the percentage of programs reported to provide at least 1 course with primary content in AAC compared to the last survey performed. The reported inclusion of AAC content in other courses has also increased, and several programs report multiple AAC courses are now offered for specialized training. The majority of the programs report that less than half of the students graduate with clinical hours in AAC. The number of training grants and doctoral training remains limited to a few programs. Conclusion Academic programs have increased the preservice training in AAC over the past decade. Data indicate a critical need for clinical experience and doctoral training to meet the growing demands of speech-language pathologists.

Augmentative and Alternative Communication in an Elementary School Setting: A Case Study

2021 ◽  
pp. 1-14
Author(s):  
Virginia L. Walker ◽  
Yun-Ching Chung
Keyword(s):  
Elementary School ◽  
Augmentative And Alternative Communication ◽  
School Setting ◽  
Future Research ◽  
Alternative Communication ◽  
Function Type ◽  
Complex Communication Needs ◽  
School Settings ◽  
Communication Needs

Purpose: Although there is a strong evidence base supporting the use of augmentative and alternative communication (AAC) in school settings, the research-to-practice gap in this area remains a concern. Few studies have examined how AAC systems are implemented in school settings and whether these systems adequately promote communicative competence for students with complex communication needs. The aim of this case study was to better understand the ways in which elementary-age students with complex communication needs used AAC throughout daily routines. Method: Observations of five students, four receiving services under the category of autism and one under intellectual disability, in school settings were conducted to document the communication function, type of AAC systems used, and the times and activities during which AAC systems were accessible. In addition, supplemental interviews were conducted to understand the rationale for AAC implementation from the perspective of the special education teacher and speech-language pathologist. Results: Overall, findings from the observations and interviews indicated that a variety of AAC modes were utilized. Interactions represented a range of communicative functions, with the exception of social closeness, and were primarily observed during academic activities. However, there were some discrepancies between observations and interview data. Conclusions: Although these findings provide insight into how students with complex communication needs may use AAC in elementary school settings, more research is needed to explore AAC use across a range of students, classrooms, and schools. We present specific future research directions, along with implications and recommendations for AAC teams and researchers.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Gendered differences in emigration and mobility perspectives among European researchers working abroad

2014 ◽  
Vol 7 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Elisabeth Scheibelhofer
Keyword(s):  
United States ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Social Relations ◽  
The United States ◽  
Research Strategy ◽  
The Future ◽  
Highly Skilled

This paper focuses on gendered mobilities of highly skilled researchers working abroad. It is based on an empirical qualitative study that explored the mobility aspirations of Austrian scientists who were working in the United States at the time they were interviewed. Supported by a case study, the paper demonstrates how a qualitative research strategy including graphic drawings sketched by the interviewed persons can help us gain a better understanding of the gendered importance of social relations for the future mobility aspirations of scientists working abroad.

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