scholarly journals Local service provision of Augmentative and Alternative Communication and communication aids in England

2017 ◽  
Vol 29 (3) ◽  
pp. 121-128
Author(s):  
Simon Judge ◽  
Victoria Johnson
Keyword(s):  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Communication Aids ◽  
Alternative Communication ◽  
Local Service

Compansion: From research prototype to practical integration

1998 ◽  
Vol 4 (1) ◽  
pp. 73-95 ◽  
Author(s):  
KATHLEEN F. MCCOY ◽  
CHRISTOPHER A. PENNINGTON ◽  
ARLENE LUBEROFF BADMAN
Keyword(s):  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Communication Aids ◽  
Alternative Communication ◽  
Communicative Ability ◽  
Linguistic Ability ◽  
Research Prototype ◽  
Intelligent Communication ◽  
Processing Techniques ◽  
Parser Generator

Augmentative and Alternative Communication (AAC) is the field of study concerned with providing devices and techniques to augment the communicative ability of a person whose disability makes it difficult to speak or otherwise communicate in an understandable fashion. For several years, we have been applying natural language processing techniques to the field of AAC to develop intelligent communication aids that attempt to provide linguistically correct output while increasing communication rate. Previous effort has resulted in a research prototype called Compansion that expands telegraphic input. In this paper we describe that research prototype and introduce the Intelligent Parser Generator (IPG). IPG is intended to be a practical embodiment of the research prototype aimed at a group of users who have cognitive impairments that affect their linguistic ability. We describe both the theoretical underpinnings of Compansion and the practical considerations in developing a usable system for this population of users.

AAC Use by People With TBI: Affects of Cognitive Impairments

2010 ◽  
Vol 19 (3) ◽  
pp. 79-86 ◽  
Author(s):  
Sarah E. Wallace
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Cognitive Impairments ◽  
Recovery Process ◽  
Multimodal Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Communication Impairments

Abstract Survivors of traumatic brain injury (TBI) use augmentative and alternative communication (AAC) to compensate for communication impairments. However, various cognitive impairments resulting from TBI affect AAC intervention and, thus, require special consideration. The purpose of this article is to address four areas that professionals who provide AAC may need to consider as part of their service provision to people with TBI: (a) the evolution of AAC use during the recovery process, (b) the effect of cognitive impairments on multimodal communication, (c) appropriate message representation, and (d) difficulties with AAC navigation resulting from cognitive impairments. Finally, this paper provides some suggestions and some areas of future research related to survivors of TBI use of AAC.

Special Interest Group 12, Augmentative and Alternative Communication

ASHA Leader ◽  
2013 ◽  
Vol 18 (1) ◽  
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Special Interest Group ◽  
Alternative Communication ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
Group 12

By affiliating with SIG 12, ASHA members have the opportunity to participate in a community of peers dedicated to improving the quality and availability of AAC services to consumers throughout the lifespan, promoting clinically relevant research, educating and mentoring current and future professionals, and identifying and addressing the service-provision needs of speech-language pathologists and audiologists

An Adapted Assessment Model for Emergent Literacy Conducted via Telepractice

2015 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Schea N. Fissel ◽  
Pamela R. Mitchell ◽  
Robin L. Alvares
Keyword(s):  
Service Delivery ◽  
Emergent Literacy ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Assessment Model ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Augmentative Alternative Communication ◽  
Communication Needs

Children with complex communication needs (CCN) exhibit multiple needs in a variety of domains, including language, literacy, and speech. Children with CCN often require augmentative/alternative communication (AAC), a mode of communication designed to compensate for the communication and related disability patterns of individuals with CCN (Light, Beukelman, & Reichle, 2003). Given the diverse needs of this population, service provision presents challenges to teachers and therapists alike. Telepractice service provision offers solutions to guide service delivery for children with CCN, who may be located in remote settings with limited access to AAC specialists. The tele-AAC working group of the International Society on Augmentative and Alternative Communication (ISAAC) 2012 Research Symposium highlighted a need for increased information on telepractice service delivery for children with CCN in the area of literacy. To date, evidence-based practices for assessment of literacy skills in children with CCN are limited. In addition, literacy assessment for children with CCN via telepractice presents challenges requiring adaptation for telepractice service delivery. This paper summarizes existing literature examining literacy assessment and intervention, and applies these principles to development and implementation of adapted literacy assessment methods conducted via telepractice for a child with CCN.

Special Education Supports and Services for Rett Syndrome: Parent Perceptions and Satisfaction

2020 ◽  
Vol 58 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Kelsey Larriba-Quest ◽  
Breanne J. Byiers ◽  
Arthur Beisang ◽  
Alyssa M. Merbler ◽  
Frank J. Symons
Keyword(s):  
Rett Syndrome ◽  
Staff Training ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Speech Therapy ◽  
Educational Experiences ◽  
Educational Services ◽  
Alternative Communication ◽  
Related Services ◽  
School Aged Children

Abstract There are no published studies describing educational experiences for girls with Rett syndrome. Given the extensive educational needs associated with Rett syndrome, it is important to understand how families perceive their daughters' educational experiences to inform education service provision. The purpose of this study was to survey parents of school-aged children with Rett syndrome to describe the educational services that they receive and understand parents' perceptions of and satisfaction with the special educational and related services. The majority of parents were satisfied with their daughters' educational services. Communication was the most frequently endorsed priority skill area, and many parents expressed frustration with limited access to augmentative and alternative communication (AAC) devices and staff training in their use. These results suggest there is a need for high-quality speech therapy and an emphasis on AAC support.

scholarly journals Consumer Satisfaction with Telerehabilitation Service Provision of Alternative Computer Access and Augmentative and Alternative Communication

2015 ◽  
Vol 7 (2) ◽  
pp. 3-14 ◽  
Author(s):  
Edmund F. LoPresti ◽  
Andrew Jinks ◽  
Richard C. Simpson
Keyword(s):  
Assistive Technology ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Consumer Satisfaction ◽  
Likert Scale ◽  
Computer Access ◽  
Technology Evaluation ◽  
Alternative Communication ◽  
Satisfaction Questionnaire ◽  
And Training

Telerehabilitation (TR) services for assistive technology evaluation and training have the potential to reduce travel demands for consumers and assistive technology professionals while allowing evaluation in more familiar, salient environments for the consumer. Sixty-five consumers received TR services for augmentative and alternative communication or alternative computer access, and consumer satisfaction was compared with twenty-eight consumers who received exclusively in-person services. TR recipients rated their TR services at a median of 6 on a 6-point Likert scale TR satisfaction questionnaire, although individual responses did indicate room for improvement in the technology. Overall satisfaction with AT services was rated highly by both in-person (100% satisfaction) and TR (99% satisfaction) service recipients.

Toward Functional Augmentative and Alternative Communication for Students With Autism

2003 ◽  
Vol 34 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Pat Mirenda
Keyword(s):  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Communication Aids ◽  
Alternative Communication ◽  
Expressive Communication ◽  
Alternative Method ◽  
Voice Output Communication Aids ◽  
Students With Autism ◽  
Voice Output

Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. The purpose of this article is to summarize research and directions for future research with regard to two questions related to the delivery of AAC supports to these individuals: (a) What AAC modality is preferable to use? and (b) What do we know about the use of voice output communication aids with people with autism?

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