scholarly journals Teaching Alphabet Recognition and Letter Sound Correspondence Using a 4 Blocks of Literacy Model for Children with Complex Communication Needs (CCN): Illustrated with a Single Case Study

2022 ◽  
Vol 12 (1) ◽  
pp. 99-104
Author(s):  
Arya Manoharan ◽  
Jubil Jose ◽  
Sneha Saji
Keyword(s):  
Emergent Literacy ◽  
Literacy Instruction ◽  
Communication Systems ◽  
Multiple Disabilities ◽  
Book Reading ◽  
Alternative Communication ◽  
Augmentative Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Letter Sound

There are numerous hurdles to literacy acquisition for students with severe and multiple disabilities, such as intellectual disability, complex communication needs including physical disability and autism. However, there is substantial body of research that suggests that these children can gain literacy skills, develop communication and language with effective literacy education, and with the support of assistive and augmentative alternative communication systems. The study describes an ongoing intervention for teaching alphabet recognition and letter-sound correspondence using the 4 blocks of literacy model with a 5.7 year old girl with multiple disabilities who use augmentative alternative communication systems for communication. Emergent literacy instruction for improving alphabet recognition and letter sound correspondence was taught applying the principles of the 4 blocks “Working with words” and “Shared book reading” over a period of eight months. Improvement noticed in alphabet recognition and letter sound correspondence was investigated. Emergent literacy instruction using 4 blocks of literacy model was proved to be an effective method in gaining the alphabet principles and phonics skills. The study provides insights to the rehabilitation professionals and budding therapists on how to implement emergent literacy instructions and strategies to be considered for children with complex communication needs. Key words: Emergent Literacy, Complex Communication Needs, Augmentative Alternative Communication, Multiple Disabilities, 4 Blocks of Literacy Model.

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.

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

2019 ◽  
Vol 43 (6) ◽  
pp. 841-878 ◽  
Author(s):  
Joe Reichle ◽  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Jennifer Ganz
Keyword(s):  
Best Practices ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Communication Mode ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Selection Of

Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.

A Demographic Study of AAC/AT Needs in Hospitalized Patients

2013 ◽  
Vol 22 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Census Data ◽  
Hospital Staff ◽  
Future Research ◽  
Alternative Communication ◽  
University Of Iowa ◽  
Augmentative Alternative Communication ◽  
Complex Communication Needs ◽  
Number Of Patients ◽  
Demographic Study ◽  
Communication Needs

Abstract In 2012, the Joint Commission issued a mandate that accredited hospitals must take into consideration the needs of patients with complex communication needs. Stemming from this mandate came recommendations for hospitals to collect baseline data of the number of individuals in their care with complex communication needs. This is a demographic study in response to their recommendation. Researchers at the University of Iowa sampled the electronic medical records of patients across 7 days to determine the number of patients who met candidacy requirements for augmentative alternative communication or assistive technology. Our census data indicate there is a significant need for patients in acute care settings to have access to alternative communication and the nurse call systems. The need appears to be greater in the intensive care units, but is not limited to this patient population. Overall, patients had greater AT needs than AAC needs in all locations. We recommend future research to investigate service delivery models to improve communication barriers that may exist between hospital staff and patients.

Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence

2018 ◽  
Vol 27 (1) ◽  
pp. 24-36
Author(s):  
Ji Young Na ◽  
Krista Wilkinson ◽  
Jiali Liang
Keyword(s):  
Initial Data ◽  
Early Development ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Assessment Tool ◽  
Emotional Competence ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Korean Mothers ◽  
Communication Needs

Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076

Book Sharing With AAC Over Telepractice: A Tutorial

2021 ◽  
pp. 152574012110245
Author(s):  
Kathleen J. Abendroth ◽  
Judith D. Oxley ◽  
Katherine M. Hays
Keyword(s):  
Language Development ◽  
Emergent Literacy ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Clinical Supervisors ◽  
Communication Aid ◽  
Communication Needs ◽  
Book Sharing ◽  
Screen Sharing

Telepractice offers speech-language pathologists (SLPs) increased flexibility to support language development, including emergent literacy in clients with complex communication needs. However, clinicians may feel uncertain how to pair books with augmentative and alternative communication (AAC) over telepractice. Following an overview of telepractice, book sharing, and e-helpers, we describe four practical ways to combine storybooks with AAC online. These include: (a) using accessible books, (b) screen sharing e-books and communication aid, (c) adapting slide shows, and (d) creating asynchronous videos. Finally, we offer suggestions for modeling AAC, prioritizing emotions in storybooks, and tips for clinical supervisors. This topic can direct future researchers and is relevant to practicing clinicians who want to support language development for clients using aided communication systems.

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.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

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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