scholarly journals Effects of Symbol Component on the Identifying of Graphic Symbols from EEG for Young Children with and without Developmental Delays

2019 ◽  
Vol 9 (6) ◽  
pp. 1260
Author(s):  
Chih-Hsiung Huang ◽  
Pei-Jung Lin
Keyword(s):  
Young Children ◽  
Cognitive Load Theory ◽  
Augmentative And Alternative Communication ◽  
Developmental Delays ◽  
Success Rates ◽  
Alternative Communication ◽  
Load Theory ◽  
Graphic Symbols ◽  
Electroencephalogram Eeg ◽  
Relaxation Index

Using Augmentative and Alternative Communication (AAC) to improve the communication skills of children with disabilities is generally supported by both domestic and foreign scholars. Graphic symbols that represent individual words or phrases are often used in conjunction with AAC; however, research on the reading and identifying of AAC graphic symbols is scant. Therefore, this study used electroencephalogram (EEG) to investigate the success rates of identifying AAC graphic symbols and brainwave changes of young children with and without developmental delays. The results revealed that the number of symbol components affected participants’ success rates of identifying AAC graphic symbols. The EEG Attention Index between the children with and without developmental delays varied during the test. By contrast, the EEG Relaxation Index exhibited no difference between the children with and without developmental delays. When the participants viewed the single-component animations, the children without developmental delays had a significantly higher Relaxation Index than those with developmental delays did. According to cognitive load theory, the children with developmental delays and low cognitive capacities may feel stressed.

scholarly journals Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication

2017 ◽  
Vol 60 (7) ◽  
pp. 1930-1945 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Lindsay Mansfield
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Single Case ◽  
Receptive Language ◽  
Speech Disorders ◽  
Alternative Communication ◽  
Baseline Phase ◽  
Rule Based ◽  
Graphic Symbols ◽  
Graphic Symbol

Purpose This study investigated the early rule-based sentence productions of 3- and 4-year-old children with severe speech disorders who used single-meaning graphic symbols to communicate. Method Ten 3- and 4-year-olds requiring the use of augmentative and alternative communication, who had largely intact receptive language skills, received instruction in producing up to four different semantic–syntactic targets using an Apple iPad with a communication app. A single-case, multiple-probe, across-targets design was used to assess the progress of each participant and target. Generalization to new vocabulary was assessed, and a subgroup also was taught to produce sentences using grammatical markers. Results Some targets (primarily possessor-entity) were mastered in the baseline phase, and the majority of the remaining targets were mastered during intervention. All four children who completed intervention for grammatical markers quickly learned to use the markers accurately. Conclusions Expressive language potential for preschoolers using graphic symbol–based augmentative and alternative communication systems should not be underestimated. With appropriate presentation and intervention techniques, some preschoolers with profound speech disorders can readily learn to produce rule-based messages via graphic symbols.

Assessing the Influence of Augmentative and Alternative Communication Devices on Families of Young Children with Disabilities

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1361-1362 ◽  
Author(s):  
Howard P. Parette
Keyword(s):  
Young Children ◽  
Family Functioning ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Alternative Communication ◽  
Young Children With Disabilities ◽  
Communication Devices

The provision of augmentative and alternative communication (AAC) devices to young children with disabilities is discussed in the context of potential effects on family functioning, followed by a call for research.

Exploring AAC graphic symbol choices: a preliminary study

2020 ◽  
Vol 14 (3) ◽  
pp. 171-185
Author(s):  
Eliada Pampoulou ◽  
Donald R. Fuller
Keyword(s):  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Developmental Disorders ◽  
Online Survey ◽  
Professional Associations ◽  
Alternative Communication ◽  
Content Type ◽  
Graphic Symbols ◽  
Wide Range ◽  
Graphic Symbol

Purpose Graphic symbols have been used widely in the field of augmentative and alternative communication (AAC). The advancement of technology in recent years has stimulated their development even further, thereby providing speech-language pathologists (SLPs) a wide range of options to choose for the individuals they support. However, existing literature on graphic symbols is scant and clinicians must base their decisions almost solely on clinical judgment. This paper aims to investigate the factors SLPs consider when choosing corpuses of graphic symbols for their clients. Design/methodology/approach An online survey was used that allowed multiple-choice responses. Data were analyzed and presented primarily as percentages. Findings Most respondents used graphic symbols with people having developmental disorders, and the corpuses of symbols they drew upon were based predominantly on availability, characteristics of the individual’s impairment or disability and intelligibility to the user and his or her communication partners. Existing policies related to graphic symbols also influence clinicians’ choices. SLPs search for support mainly from professional associations and training providers. In terms of use with technology, ready-made symbol packages for clinicians to use were found to be attractive. Practical implications Professional associations and institutions that focus on AAC need to provide adequate support to clinicians with a foundation based on evidence-based practice. Originality/value To the best of the authors’ knowledge, this is the first research that focuses on current practices concerning the factors SLPs take into consideration when choosing the optimum graphic symbol corpus(es) for their clients.

Enhanced Milieu Teaching: Incorporating AAC Into Naturalistic Teaching With Young Children and Their Partners

2013 ◽  
Vol 22 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Ann Kaiser ◽  
Courtney Wright
Keyword(s):  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Intervention Strategy ◽  
Functional Communication ◽  
Alternative Communication ◽  
Milieu Teaching ◽  
Support Strategies ◽  
Naturalistic Teaching ◽  
Enhanced Milieu Teaching

Abstract Enhanced Milieu Teaching (EMT) is an evidence-based naturalistic intervention strategy that teaches functional communication and language skills in everyday interactions with partners. In this manuscript, we describe the key communication support strategies used in EMT and how individuals can use these strategies with augmentative and alternative communication systems. We also present strategies for teaching partners to use EMT with AAC in interactions with young children.

Maternal Responsiveness to AAC

2010 ◽  
Vol 19 (4) ◽  
pp. 115-119 ◽  
Author(s):  
Kara F. Medeiros ◽  
Cynthia J. Cress
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Strategy ◽  
Maternal Responsiveness ◽  
Communication Behavior ◽  
Alternative Communication ◽  
Early Communication ◽  
Aided Aac ◽  
Language Measures

Abstract How a mother responds to her young child's early communication behavior has been found to contribute to the children's scores on cognitive and language measures. This effect has been found in both children with and without developmental disabilities. Aided augmentative and alternative communication (AAC) is a communication strategy used with young children with developmental disabilities. Currently, there have been no studies addressing how a mother's play with her children may change when an aided AAC device is added. In this study 25 dyads participated in familiar and unfamiliar to play with and without a BIGmack present. Mothers' responsive and directive behaviors were coded and compared across both types of play. When the two conditions were compared, mothers showed more overall responsiveness to their children's communication when the BIGmack was present. Mothers did not increase their directive behaviors significantly between the two conditions.

Graphic symbols terminology: a call for a consensus

2017 ◽  
Vol 11 (3) ◽  
pp. 92-100 ◽  
Author(s):  
Eliada Pampoulou
Keyword(s):  
Augmentative And Alternative Communication ◽  
Design Methodology ◽  
Alternative Communication ◽  
Content Type ◽  
Graphic Symbols ◽  
Multidisciplinary Nature ◽  
Picture Communication Symbols ◽  
Definition Of ◽  
Picture Communication

Purpose Graphic symbols, such as the Picture Communication Symbols, Makaton and Widgit, have been traditionally used in the field of augmentative and alternative communication (AAC) in order to support people with little or no functional speech. The paper aims to discuss these issues. Design/methodology/approach However, given the fact that the terminology remains contested in the existing literature as well as the multidisciplinary nature surrounding graphic symbols, in more recent years and the number of terms used in different fields, it is vital that the terminology of graphic symbols is revisited again. Findings In the last section of the paper, a definition of graphic symbols is proposed. Originality/value The value of this paper lies in the fact that while field of graphic symbols have been used in the AAC for more than 30 years, there is still no consensus regarding the meaning of the terminology used.

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