Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

2022 ◽  
pp. 98-113
Author(s):  
Laura Roche ◽  
Jeff Sigafoos
Keyword(s):  
Assistive Technology ◽  
Instructional Strategies ◽  
Case Studies ◽  
Adaptive Behavior ◽  
Augmentative And Alternative Communication ◽  
Multiple Disabilities ◽  
Alternative Communication ◽  
Systematic Instruction ◽  
Instructional Programs ◽  
Communication Devices

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Case Studies of Intermediate Steps/Between AAC Evaluations and Implementation

2008 ◽  
Vol 17 (4) ◽  
pp. 150-155 ◽  
Author(s):  
Sheela Stuart ◽  
Christopher Ritthaler
Keyword(s):  
Case Studies ◽  
Augmentative And Alternative Communication ◽  
Motor Planning ◽  
Second Opinion ◽  
Alternative Communication ◽  
Successful Communication ◽  
School Based ◽  
Speech Generating Device ◽  
Communication Needs ◽  
And Behavior

Abstract This article presents two case studies of children with complex communication needs, including a diagnosis of autism. Although different in age and overall diagnoses, both children primarily used behaviors, gestures, and limited overall vocalizations for communication. In each case, some pictures and signing had been intermittently incorporated into their school programs with very little success. The school-based augmentative and alternative communication (AAC) teams had used the candidacy model and decided that, until the children made gains in cognition and behavior, they could not use any type of speech generating device. In each instance, the child's parent disagreed and requested a second AAC evaluation. The second opinion evaluating center incorporated Language Acquisition Though Motor Planning (LAMP) to utilize a speech generating device for participation in some motivating activities. Results were sufficiently positive to support trial use of this approach and private outpatient sessions were provided. The article includes a brief overview of the resulting journey: the give-and-take process between second opinion center, parents, and school to arrive at a form of successful communication for each child.

Participação da família na confecção de tecnologia assistiva para pessoas com deficiência (p. 163-178)

1969 ◽  
Author(s):  
Munique Massaro ◽  
Débora Deliberato
Keyword(s):  
Assistive Technology ◽  
Family Involvement ◽  
Augmentative And Alternative Communication ◽  
Family Relations ◽  
Alternative Communication ◽  
Rehabilitation Professionals ◽  
The Family ◽  
El Sistema ◽  
Technology Professional ◽  
Technology Resources

ResumoConsultoria colaborativa entre os profissionais da reabilitação e as famílias das pessoas com deficiência é essencial para o uso dos recursos de tecnologia assistiva em diversos contextos. Assim, este artigo tem como objetivo analisar as etapas de preparação e de desenvolvimento dos recursos de tecnologia assistiva durante as oficinas de orientação sobre o sistema de comunicação alternativa para as famílias das pessoas com deficiência. Participaram deste estudo cinco famílias de adultos com deficiência que usam a comunicação suplementar e alternativa. Durante a coleta de dados, foram utilizados diário de bordo e a tecnologia de vídeo. Os resultados indicaram que a sistematização dos passos para a elaboração e para a adaptação do recurso foi fundamental para a construção de adaptação de materiais. O envolvimento da família na seleção, na adaptação e na utilização de recursos de comunicação suplementar e alternativa favoreceu a compreensão da família sobre a importância da comunicação alternativa.Palavras-chave: Tecnologia assistiva. Relações profissional-família. Linguagem.Family participation in crafting assistive technology resources for people with disabilitiesAbstractCollaborative consultation between rehabilitation professionals with families of disabled people is essential for the use of assistive technology resources in different contexts. Therefore, this article aims to analyze the preparation and development steps of the assistive technology resources during alternative communication system workshops for disabled people’s families. In this study, we selected five families of disabled adults that use augmentative and alternative communication. During the data collection a logbook and video technology were used. The results showed that the systematization of steps to elaborate and adapt the resource was key to construct the adapting of materials. The family involvement in the selection, adaptation and use of augmentative and alternative communication resources favored the understanding of the family on the importance of alternative communication.Keywords: Assistive technology. Professional-family relations. Language.Participación de la familia en la fabricación de tecnología de asistencia para personas con discapacidadResumenConsultoría de colaboración entre los profesionales de la rehabilitación con las familias de las personas con discapacidad es esencial para el uso de los recursos de tecnología de asistencia en diferentes contextos. Por lo tanto, este artículo tiene como objetivo analizar las etapas de preparación y desarrollo de los recursos de tecnología de asistencia durante los talleres de orientación sobre el sistema de comunicación alternativa para las familias de personas con discapacidad. En este estudio participaron cinco familias de adultos con discapacidad que utilizan la comunicación aumentativa y alternativa. Durante la recolección de datos se utilizaron bitácora y tecnología de vídeo. Los resultados indicaron que la sistematización de medidas para el desarrollo y la adaptación de la función era esencial para la construcción de materiales de adaptación. La participación familiar en la selección, adaptación y uso de características y alternativas de comunicación adicionales a favor de la comprensión de la familia acerca de la importancia de la comunicación alternativa.Palabras clave: Tecnología de asistencia. Relaciones profesionales en la familia. Lenguaje.

Augmentative and Alternative Communication Service by Speech–Language Pathologists in Taiwan

2018 ◽  
Vol 40 (3) ◽  
pp. 176-191 ◽  
Author(s):  
Meng-Ju Tsai
Keyword(s):  
Service Delivery ◽  
Augmentative And Alternative Communication ◽  
Hospital Setting ◽  
High Tech ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Leading Role ◽  
Communication Devices ◽  
And Training ◽  
Northern Taiwan

Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the article is to review the evolution of AAC service delivery by SLPs in Taiwan. Findings from Australia, New Zealand, and Hong Kong served as a reference. A questionnaire was mailed to 302 participants registered with the Speech-Language-Hearing Association of Taiwan (SLHA) as SLPs. A response rate is 33%. Most SLPs work in a department of rehabilitation in a hospital setting which is in northern Taiwan. Workshops held by the SLHA were the major resources for obtaining professional knowledge in AAC. Collaboration with an AAC team and training in the use of high-tech communication devices were the most desired forms of information and/or training. Implications are discussed.

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.

scholarly journals Video Visual Scene Displays With Dynamic Text: Effect on Single-Word Reading by an Adolescent With Cerebral Palsy

2020 ◽  
Vol 5 (5) ◽  
pp. 1272-1281
Author(s):  
Kelsey Mandak ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Word Reading ◽  
Visual Scene ◽  
Single Subject ◽  
Academic Vocabulary ◽  
Single Word ◽  
Alternative Communication ◽  
Communication Devices ◽  
Single Word Reading

Purpose The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a preliterate adolescent with cerebral palsy and minimal speech. Method A single-subject, multiple-probe, across-word-sets design was used to evaluate the effects of the intervention. The intervention used an augmentative and alternative communication app programmed with video VSDs embedded with hot spots with the T2L feature to teach the adolescent 12 academic vocabulary words. Results The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets. Conclusions The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in preliterate individuals with minimal speech. The use of video VSDs and T2L technology together may offer professionals a unique way to complement current augmentative and alternative communication devices and literacy instruction for adolescents with minimal speech who are preliterate.

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