scholarly journals Exploring the Use of Communication Supports Inventory- Children and Youth (CSI-CY) - to Identify Barriers and Facilitators in Implementing Augmentative and Alternative Communication in India: Preliminary Evidence from Two Case Reports

2021 ◽  
Vol 31 (4) ◽  
pp. 134
Author(s):  
Dafiah PM ◽  
Krishnendu Sreekumar ◽  
Vineetha Sara Philip
Keyword(s):  
Augmentative And Alternative Communication ◽  
Case Reports ◽  
Preliminary Evidence ◽  
Barriers And Facilitators ◽  
Children And Youth ◽  
Alternative Communication ◽  
Communication Supports

AAC Supporting Literacy Instruction for Individuals With Deafblindness

2017 ◽  
Vol 2 (12) ◽  
pp. 98-106
Author(s):  
Christopher Brum
Keyword(s):  
Literacy Instruction ◽  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Use Of Technology ◽  
Communication Supports

This paper aims to provide an overview of literacy as it relates to children with deafblindness, including information on literacy instruction and specific examples of activities that support literacy development for this population. It will also explain how augmentative and alternative communication supports, including the use of technology, can be integrated into literacy instruction for individuals with deafblindness.

scholarly journals Impact of Computerized “Sounding out” on Spelling Performance of a Child Who Uses AAC: A Preliminary Report

2011 ◽  
Vol 20 (4) ◽  
pp. 119-124 ◽  
Author(s):  
Jillian H. McCarthy ◽  
David R. Beukelman ◽  
Tiffany P. Hogan
Keyword(s):  
Augmentative And Alternative Communication ◽  
Preliminary Report ◽  
Preliminary Investigation ◽  
Written Language ◽  
Children And Youth ◽  
Baseline Session ◽  
Alternative Communication ◽  
Future Directions ◽  
Spelling Performance ◽  
Computer Equipment

Abstract Spelling is a vital skill for people who rely on augmentative and alternative communication (AAC). The ability to spell words provides an opportunity to create novel and spontaneous communication and increases educational, social, and employment opportunities for children and adults. However, many children and youth who rely on AAC struggle to gain functional spelling skills and written language. The purpose of this preliminary investigation was to develop a strategy to provide auditory letter-sounds using commercially available computer equipment and to evaluate how such a computerized “sounding out” strategy influences spelling accuracy for one child who required AAC support. The spelling accuracy of both consonants and vowels increased during intervention sessions when individual sounds associated with target words were provided compared to the baseline session when individual sounds were not provided. Future directions are discussed.

scholarly journals Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders

2021 ◽  
Vol 46 (1) ◽  
pp. 18-34
Author(s):  
Jessica Caron ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Augmentative And Alternative Communication ◽  
Word Reading ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading ◽  
Severe Autism

The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with severe autism spectrum disorder (ASD) who had minimal or no speech. The study implemented a single-subject, multiple-probe, across word sets design with four participants. All four participants in this study demonstrated increased accuracy reading targeted single words and results from this study provide preliminary evidence that the T2L features can positively affect the single-word learning of individuals with ASD who have minimal speech and limited literacy skills.

“Augmentative and Alternative Communication (AAC) Will Give You a Voice”: Key Practices in AAC Assessment and Intervention as Described by Persons with Amyotrophic Lateral Sclerosis

2018 ◽  
Vol 39 (05) ◽  
pp. 399-415
Author(s):  
Felicia Giambalvo ◽  
Kim Kohler ◽  
Godfrey Nazareth ◽  
Jessica Caron ◽  
Susan Fager ◽  
...  
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Multiple Modalities ◽  
Intervention Process ◽  
Communication Needs ◽  
Communication Supports ◽  
Lateral Sclerosis

AbstractThe purpose of this study was to describe the perceptions of persons with amyotrophic lateral sclerosis (pALS) who use augmentative and alternative communication (AAC) with the AAC assessment and intervention process. Twenty-one pALS with complex communication needs participated in a multipart survey (and follow-up e-mails) to provide information on their experiences with AAC assessment and intervention. A majority of the participants agreed with the importance of three key AAC intervention principles: appropriate staging of the timing of assessment and intervention activities, inclusion of communication partners, and the use of multiple modalities and strategies as communication supports. Most participants reported that their assessment and intervention experiences included at least some aspect of these three key practices. The results of this study suggest that the identified best practices in AAC should be reviewed and implemented on an individualized basis for pALS with complex communication needs.

Pointing Forward: Typing for Academic Access

2013 ◽  
Vol 22 (3) ◽  
pp. 143-156 ◽  
Author(s):  
Christine Ashby ◽  
Christi Kasa
Keyword(s):  
Augmentative And Alternative Communication ◽  
Universal Design ◽  
High Tech ◽  
Alternative Communication ◽  
Classroom Strategies ◽  
Social Opportunities ◽  
Communication Supports

Abstract For students who do not demonstrate reliable verbal speech, utilization of augmentative and alternative communication, both low-tech and high-tech, can be an effective way of engaging meaningfully in the academic and social opportunities of the classroom. This article discusses the benefits of drawing on a variety of communication supports, including typing to communicate, and outlines key principles and practices for the successful inclusion of students who type in academic classes. Key principles include universal design, presuming competence, writing effective IEP goals, and successful classroom strategies.

The Evaluation of Children with an Autism Spectrum Disorder: Adaptations to Accommodate a Telepractice Model of Clinical Care

2014 ◽  
Vol 4 (2) ◽  
pp. 42-51 ◽  
Author(s):  
Anna A. Allen ◽  
Howard C. Shane
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Care ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Language Program ◽  
Communication Assessment ◽  
Assessment Approach ◽  
Site Evaluation ◽  
Spectrum Disorders

Telepractice is increasingly applied to assessment and intervention for persons with autism spectrum disorders (ASD), and the use of telepractice for delivering augmentative and alternative communication (AAC) services is expanding. To date, no studies have focused on the assessment of communication in children with ASD who are minimally verbal. This case exploration represents a first attempt to apply the clinical assessment approach (also known as Visual Immersion System) developed in the Autism Language Program in the Center for Communication Enhancement (CCE) at Boston Children's Hospital (BCH) through a telepractice service delivery model. In this paper we detail an on-site evaluation, and then describe the application of the various evaluation components to telepractice delivery. Our findings provide preliminary evidence that communication assessment information can be successfully obtained for this population via telepractice. The results demonstrated that the telepractice evaluation took greater time to complete than the on-site evaluation, likely due to both technical and cultural factors. Further study is warranted particularly in the delivery of family instruction materials prior to the evaluation and to quality assurance measures.

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