Teaching Conceptually Referenced Core Vocabulary for Initial Augmentative and Alternative Communication

2013 ◽  
Vol 29 (4) ◽  
pp. 322-333 ◽  
Author(s):  
Melinda R. Snodgrass ◽  
Julia B. Stoner ◽  
Maureen E. Angell
Keyword(s):  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Core Vocabulary

scholarly journals Model for Vocabulary Selection of Sensitive Topics: An Example from Pain-Related Vocabulary

2017 ◽  
Vol 38 (04) ◽  
pp. 276-285
Author(s):  
Juan Bornman ◽  
Kerstin Tönsing ◽  
Ensa Johnson
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Sensitive Topics ◽  
Communication Difficulties ◽  
Graphic Symbol ◽  
Children's Pain ◽  
Core Vocabulary ◽  
Sensitive Issues ◽  
Selection Of

AbstractVocabulary selection for graphic symbol-based augmentative and alternative communication systems is important to enable persons with significant communication difficulties to express a variety of communication functions to indicate needs and wants, to develop social closeness, and to fulfill social etiquette. For persons who experience pain, abuse, bullying, or neglect, it is essential to be able to communicate about sensitive issues. However, published core vocabulary lists allow limited scope for communicating about sensitive topics, due mainly to the techniques employed to determine such lists (e.g., observations or recording of communication patterns of peers with typical development during fun-based or daily activities). This article is based on the outcome of a study of children's pain-related vocabulary. Based on the study, we propose a model for selecting vocabulary on sensitive topics. The model consists of four phases: (1) using hypothetical scenarios; (2) considering different perspectives that may affect vocabulary selection; (3) involving direct stakeholders, and (4) customizing vocabulary.

Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

2016 ◽  
Vol 1 (12) ◽  
pp. 125-138 ◽  
Author(s):  
Arjan van Tilborg ◽  
Stijn R. J. M. Deckers
Keyword(s):  
Augmentative And Alternative Communication ◽  
Language Use ◽  
Multiple Disabilities ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
High Importance ◽  
Group 12 ◽  
Core Vocabulary ◽  
Language Sample

On the American Speech-Language-Hearing Association Community for Special Interest Group 12, Augmentative and Alternative Communication (AAC), a community member introduced a discussion related to the selection and use of core vocabulary with students with severe intellectual or multiple disabilities. It was questioned whether or not core vocabulary determined in typically developing children was applicable to AAC intervention in these students. The present article reviewed a vast amount of language sample studies related to core vocabulary in both typical and atypical populations. It was concluded that core vocabulary is comparable for both populations in various contexts, with various communication partners, over various topics, and in various modalities of language use. Core vocabulary is thus of high importance for all AAC users, regardless of physical or intellectual disabilities.

scholarly journals Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language

2020 ◽  
Vol 30 (1) ◽  
pp. 42-54
Author(s):  
Lori Geist ◽  
Karen Erickson ◽  
Claire Greer ◽  
Penelope Hatch
Keyword(s):  
Augmentative And Alternative Communication ◽  
Teaching Practices ◽  
Alternative Communication ◽  
Significant Disabilities ◽  
Early Communication ◽  
Classroom Activities ◽  
Communication Instruction ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Communication Behaviours

Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.

scholarly journals A Survey on AAC Fringe Vocabulary to Support Personal Assistance Service

2021 ◽  
Vol 26 (4) ◽  
pp. 820-833
Author(s):  
Daeun Park ◽  
Sangeun Shin
Keyword(s):  
Augmentative And Alternative Communication ◽  
Personal Hygiene ◽  
Alternative Communication ◽  
Personal Assistance ◽  
Personal Assistance Services ◽  
Service Areas ◽  
The Disabled ◽  
Assistance Service ◽  
Communication Needs ◽  
Core Vocabulary

Objectives: There are increasing demands for personal assistance services which help the disabled to carry out their daily life. To use augmentative and alternative communication (AAC) approaches more effectively in daily communication, it is essential to include the appropriate core and fringe vocabulary in the AAC system. Considering the fact that there are few studies in Korea which have reported fringe vocabulary compared to core vocabulary, this study is aimed to develop a noun list that can be used to promote interactive communication between the disabled and their assistants in each communication situation.Methods: A literature review was conducted to elicit frequently used nouns in each communication situation. Then, a survey was carried out to identify nouns with high word commonality across 105 personal assistants.Results: Sixty-three nouns with more than 50% of word commonality across personal assistants were identified from the 244 fringe vocabulary; consisting of 112 nouns in the area of going out, 29 in cleaning, 27 in personal hygiene, 26 in cooking, 20 in meal supporting, 20 in other service areas, and 10 in commuting.Conclusion: The identified nouns are expected to help people with complex communication needs to express their needs and wants more clearly and effectively using those nouns embedded in their AAC systems. The list of nouns can be used not only for people who receive personal assistance services, but also for people who rely on AAC systems to express their daily needs.

scholarly journals The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities

2020 ◽  
Vol 67 (1) ◽  
Author(s):  
Danél Hattingh ◽  
Kerstin M. Tönsing
Keyword(s):  
South African ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Team Members ◽  
Word Use ◽  
The Core ◽  
Small Set ◽  
Utterance Generation ◽  
Core Vocabulary ◽  
System Access

Background: Augmentative and alternative communication (AAC) can enable individuals with little or no functional speech to communicate functionally in a variety of communication contexts. AAC systems for individuals who are not (yet) fully literate often require that the vocabulary for the system be preselected. By including the most commonly- and most frequently-used words (core vocabulary) in an AAC system, access to novel utterance generation can arguably be facilitated. At present, no Afrikaans core vocabulary list based on children’s speech samples exists.Objectives: This study aimed to identify the most frequently- and commonly-used words of South African Afrikaans-speaking Grade R learners without disabilities.Method: Spontaneous speech samples were collected from 12 Afrikaans-speaking Grade R learners during regular preschool activities. Samples were transcribed and analysed to determine the number of different words used, the frequency with which each word was used, as well as the commonality of word use across the 12 participants.Results: A total of 239 words met the criteria for inclusion in the core vocabulary (words used with a frequency of more than 0.05% in the sample, and used by at least half of the participants). These words accounted for 79.4% of words used in the entire speech sample.Conclusion: The established core vocabulary consists of a relatively small set of words that was found to represent a large proportion of speech. AAC team members may consider including these words on Afrikaans AAC systems that are intended to give access to a measure of novel utterance generation.

Determining a Zulu core vocabulary for children who use augmentative and alternative communication

2019 ◽  
Vol 35 (4) ◽  
pp. 274-284 ◽  
Author(s):  
Jocelyn Mngomezulu ◽  
Kerstin M. Tönsing ◽  
Shakila Dada ◽  
Nomadlozi B. Bokaba
Keyword(s):  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Core Vocabulary

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.

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