Augmentative and Alternative Communication Systems for Children With Cerebral Palsy

2020 ◽  
pp. 63-86
Author(s):  
Yashomathi ◽  
Gayathri Krishnan
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Muscle Tone ◽  
Eye Gaze ◽  
Communication Disorders ◽  
Term Treatment ◽  
Alternative Communication ◽  
Language Therapy ◽  
The Individual

Cerebral palsy (CP) is a congenital neurological disorder of movement, muscle tone, or posture. Children with CP may also have associated sensory and motor disorders such as visual impairment, hearing loss, intellectual disability, speech-language and communication disorders, as well as swallowing-related problems. They often require long-term treatment and rehabilitation from various disciplines such as speech-language therapy, augmentative and alternative communication (AAC) therapy, physiotherapy, occupational therapy, along with medical/surgical line of treatment. Augmentative and alternative communication (AAC) therapy approaches focus on providing the individual with communication methods using residual functional abilities. This chapter aims at briefing the reader on the principles, methods, and key features of AAC communication systems such as switches, pointing devices, visual displays, virtual and modified keyboards, AAC devices with digitized speech output, AAC apps and software, eye gaze systems, etc.

Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

Augmentative and Alternative Communication Technologies

2010 ◽  
pp. 1070-1087 ◽  
Author(s):  
Gondy Leroy ◽  
Leo Gianluca De
Keyword(s):  
Communication System ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Language Disorder ◽  
Communication Technologies ◽  
Communication Disorders ◽  
Picture Exchange Communication System ◽  
Alternative Communication ◽  
Health Organization ◽  
Technical Solutions

Communication is a dynamic process that creates and conveys a mutual understanding between two or more people. Since this process is complex and not easily taught, there exist many communication disorders ranging from a physical limitation, such as ALS, to a cognitive language disorder, such as autism. Augmentative and alternative communication systems (AACs) help people with communication disorders by providing them substituted means for communicating. These systems range from non-technical solutions, such as a paper-based PECS (Picture Exchange Communication System), to elaborate technical solutions, such as a plasma picture communication table. Due to the increased attention to AACs, the Worldwide Health Organization (WHO) provides a framework to evaluate effectiveness. Using this framework as a basis, the authors identified barriers and support factors for AAC effectiveness and subsequently best practices for AAC designs. They conclude with a case study of adapting a paper-based picture-based communication system to mobile devices using open-source software development for use by children with severe autism.

Augmentative and Alternative Communication Technologies

2012 ◽  
pp. 1164-1180 ◽  
Author(s):  
Carol (Heins) Gonzales ◽  
Gondy Leroy ◽  
Gianluca De Leo
Keyword(s):  
Communication System ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Language Disorder ◽  
Communication Technologies ◽  
Communication Disorders ◽  
Picture Exchange Communication System ◽  
Alternative Communication ◽  
Health Organization ◽  
Technical Solutions

Communication is a dynamic process that creates and conveys a mutual understanding between two or more people. Since this process is complex and not easily taught, there exist many communication disorders ranging from a physical limitation, such as ALS, to a cognitive language disorder, such as autism. Augmentative and alternative communication systems (AACs) help people with communication disorders by providing them substituted means for communicating. These systems range from non-technical solutions, such as a paper-based PECS (Picture Exchange Communication System), to elaborate technical solutions, such as a plasma picture communication table. Due to the increased attention to AACs, the Worldwide Health Organization (WHO) provides a framework to evaluate effectiveness. Using this framework as a basis, the authors identified barriers and support factors for AAC effectiveness and subsequently best practices for AAC designs. They conclude with a case study of adapting a paper-based picture-based communication system to mobile devices using open-source software development for use by children with severe autism.

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.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

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