FN Thomson Reuters Web of Science™
VR 1.0
PT J
AU Tonsing, KM
Dada, S
Alant, E
AF Toensing, Kerstin M.
Dada, Shakila
Alant, Erna
TI Teaching Graphic Symbol Combinations to Children with Limited Speech
During Shared Story Reading
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aided communication; Augmentative and alternative communication; Graphic
symbol combinations; Matrix strategy; Shared story reading
ID ACCELERATING LANGUAGE-DEVELOPMENT; MULTISYMBOL MESSAGE PRODUCTIONS; NO
FUNCTIONAL SPEECH; ALTERNATIVE COMMUNICATION; PRESCHOOL-CHILDREN;
INSTRUCTION; UTTERANCES; SEQUENCES; STRATEGY; STUDENTS
AB The aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations in children with limited speech. Four children between the ages of 6;5 and 10;8 (years; months) with limited speech participated in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations; and two participants showed less consistent evidence of learning. The effects, as measured during structured probes, were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading suggested that the measurement probes might have underestimated participants ' ability to combine symbols.
C1 [Toensing, Kerstin M.; Dada, Shakila; Alant, Erna] Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
[Alant, Erna] Indiana Univ, Sch Educ, Dept Curriculum & Instruct, Bloomington, IN 47405 USA.
RP Tonsing, KM (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM kerstin.tonsing@up.ac.za
FU University of Pretoria
FX The authors would like to thank the children, their families, and the
school staff for making the study possible. The financial assistance of
the University of Pretoria towards the completion of this project is
also gratefully acknowledged. The authors would furthermore like to
thank Dr Janice Light and the associate editor for their assistance in
the preparation of the final version of the article.
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NR 58
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2014
VL 30
IS 4
BP 279
EP 297
DI 10.3109/07434618.2014.965846
PG 19
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AU3MN
UT WOS:000345517600001
PM 25384684
ER
PT J
AU Harmon, AC
Schlosser, RW
Gygi, B
Shane, HC
Kong, YY
Book, L
Macduff, K
Hearn, E
AF Harmon, Ashley C.
Schlosser, Ralf W.
Gygi, Brian
Shane, Howard C.
Kong, Ying-Yee
Book, Lorraine
Macduff, Kelly
Hearn, Emilia
TI Effects of Environmental Sounds on the Guessability of Animated Graphic
Symbols
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Animation; Augmentative and alternative communication; Environmental
sounds; Graphic symbols; Naming
ID SUPERIOR COLLICULUS; MULTISENSORY INTEGRATION; TEMPORAL FACTORS; SPEECH
OUTPUT; INDIVIDUALS; CHILDREN; IDENTIFICATION; COMMUNICATION;
PREPOSITIONS; TECHNOLOGY
AB Graphic symbols are a necessity for pre-literate children who use aided augmentative and alternative communication (AAC) systems (including non-electronic communication boards and speech generating devices), as well as for mobile technologies using AAC applications. Recently, developers of the Autism Language Program (ALP) Animated Graphics Set have added environmental sounds to animated symbols representing verbs in an attempt to enhance their iconicity. The purpose of this study was to examine the effects of environmental sounds (added to animated graphic symbols representing verbs) in terms of naming. Participants included 46 children with typical development between the ages of 3;0 to 3;11 (years; months). The participants were randomly allocated to a condition of symbols with environmental sounds or a condition without environmental sounds. Results indicated that environmental sounds signifi cantly enhanced the naming accuracy of animated symbols for verbs. Implications in terms of symbol selection, symbol refi nement, and future symbol development will be discussed.
C1 [Harmon, Ashley C.; Schlosser, Ralf W.; Kong, Ying-Yee; Book, Lorraine; Macduff, Kelly; Hearn, Emilia] Northeastern Univ, Boston, MA 02115 USA.
[Schlosser, Ralf W.; Shane, Howard C.] Boston Childrens Hosp, Boston, MA USA.
[Gygi, Brian] Nottingham Hearing Biomed Res Unit, Nottingham, England.
RP Schlosser, RW (reprint author), Northeastern Univ, 105 Forsyth, Boston, MA 02115 USA.
EM r.schlosser@neu.edu
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NR 71
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2014
VL 30
IS 4
BP 298
EP 313
DI 10.3109/07434618.2014.966206
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AU3MN
UT WOS:000345517600002
PM 25384797
ER
PT J
AU Dietz, A
Weissling, K
Griffith, J
McKelvey, M
Macke, D
AF Dietz, Aimee
Weissling, Kristy
Griffith, Julie
McKelvey, Miechelle
Macke, Devan
TI The Impact of Interface Design During an Initial High-Technology AAC
Experience: A Collective Case Study of People with Aphasia
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aphasia; Augmentative and alternative communication; AAC; Visual scene
displays; VSDs; Personally relevant materials; Text; Assessment
ID VISUAL SCENE DISPLAYS; ALTERNATIVE COMMUNICATION; WORKING-MEMORY;
INDIVIDUALS; COMPREHENSION; INFORMATION; CONVERSATION; PERFORMANCE;
PARTNERS; SPEECH
AB The purpose of this collective case study was to describe the communication behaviors of five people with chronic aphasia when they retold personal narratives to an unfamiliar communication partner using four variants of a visual scene display (VSD) interface. The results revealed that spoken language comprised roughly 70% of expressive modality units; variable patterns of use for other modalities emerged. Although inconsistent across participants, several people with aphasia experienced no trouble sources during the retells using VSDs with personally relevant photographs and text boxes. Overall, participants perceived the personally relevant photographs and the text as helpful during the retells. These patterns may serve as a springboard for future experimental investigations regarding how interface design infl uences the communicative and linguistic performance of people with aphasia.
C1 [Dietz, Aimee; Griffith, Julie; Macke, Devan] Univ Cincinnati, Dept Commun Sci & Disorders, Cincinnati, OH 45267 USA.
[Weissling, Kristy] Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE USA.
[McKelvey, Miechelle] Univ Nebraska, Dept Commun Disorders, Kearney, NE USA.
RP Dietz, A (reprint author), Univ Cincinnati, Dept Commun Sci & Disorders, 3202 Eden Ave, Cincinnati, OH 45267 USA.
EM aimee.dietz@uc.edu
FU University of Cincinnati (UC) University Research Council (URC) New
Faculty Grant
FX The project described was supported by the University of Cincinnati (UC)
University Research Council (URC) New Faculty Grant. The content is
solely the responsibility of the authors and does not necessarily
represent the official views UC URC.
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NR 47
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2014
VL 30
IS 4
BP 314
EP 328
DI 10.3109/07434618.2014.966207
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AU3MN
UT WOS:000345517600003
PM 25420490
ER
PT J
AU Hemsley, B
Balandin, S
AF Hemsley, Bronwyn
Balandin, Susan
TI A Metasynthesis of Patient-Provider Communication in Hospital for
Patients with Severe Communication Disabilities: Informing New
Translational Research
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Communication disability; Complex communication needs; Patient safety;
Patient care; Augmentative and alternative communication; Metasynthesis
ID HEALTH-CARE PROVIDERS; OF-THE-LITERATURE; CEREBRAL-PALSY; COMPLEX
COMMUNICATION; INTELLECTUAL DISABILITIES; ENVIRONMENTAL-FACTORS;
INTERNATIONAL CLASSIFICATION; DEVELOPMENTAL-DISABILITY; SUPPORTING
ADULTS; ADVERSE EVENTS
AB Poor patient-provider communication in hospital continues to be cited as a possible causal factor in preventable adverse events for patients with severe communication disabilities. Yet to date there are no reports of empirical interventions that investigate or demonstrate an improvement in communication in hospital for these patients. The aim of this review was to synthesize the findings of research into communication in hospital for people with severe communication disabilities arising from lifelong and acquired stable conditions including cerebral palsy, autism, intellectual disability, aphasia following stroke, but excluding progressive conditions and those solely related to sensory impairments of hearing or vision. Results revealed six core strategies suggested to improve communication in hospital: (a) develop services, systems, and policies that support improved communication, (b) devote enough time to communication, (c) ensure adequate access to communication tools (nurse call systems and communication aids), (d) access personally held written health information, (e) collaborate effectively with carers, spouses, and parents, and (f) increase the communicative competence of hospital staff. Currently there are no reports that trial or validate any of these strategies specifically in hospital settings. Observational and evaluative research is needed to investigate the ecological validity of strategies proposed to improve communication.
C1 [Hemsley, Bronwyn] Univ Newcastle, Sch Humanities & Social Sci, Fac Educ & Arts, Callaghan, NSW 2304, Australia.
[Balandin, Susan] Deakin Univ, Fac Hlth, Sch Hlth & Social Dev, Geelong, Vic 3217, Australia.
RP Hemsley, B (reprint author), Univ Newcastle, Sch Humanities & Social Sci, Level 2 McMullen Bldg,Univ Dr, Callaghan, NSW 2304, Australia.
EM bronwynah@bigpond.com
FU National Health and Medical Research Council of Australia [APP1042635];
University of Newcastle
FX This research was supported in part by grants from the National Health
and Medical Research Council of Australia [APP1042635] and The
University of Newcastle.
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WYNIA MATTHEW, 2006, PROMISING PRACTICES
NR 52
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2014
VL 30
IS 4
BP 329
EP 343
DI 10.3109/07434618.2014.955614
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AU3MN
UT WOS:000345517600004
PM 25229213
ER
PT J
AU Bunning, K
Gona, JK
Newton, CR
Hartley, S
AF Bunning, Karen
Gona, Joseph K.
Newton, Charles R.
Hartley, Sally
TI Caregiver Perceptions of Children who have Complex Communication Needs
Following a Home-based Intervention Using Augmentative and Alternative
Communication in Rural Kenya: An Intervention Note
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Low-income country; Developmental condition; Home-based intervention;
Augmentative and alternative communication
ID YOUNG-CHILDREN; INTELLECTUAL DISABILITIES; BEHAVIORAL INTERVENTION;
CEREBRAL-PALSY; HEALTH; BARRIERS; AUTISM; SURVEILLANCE; IMPAIRMENTS;
COUNTRIES
AB A high level of unmet communication need exists amongst children with developmental disabilities in sub-Saharan Africa. This study investigated preliminary evidence of the impact associated with a home-based, caregiver-implemented intervention employing AAC methods, with nine children in rural Kenya who have complex communication needs. The intervention used mainly locally-sourced low-tech materials, and was designed to make use of the child's strengths and the caregiver's natural expertise. A pretest-posttest design was used in the study. Data were gathered using an adapted version of the Communication Profile, which was based on the International Classification of Functioning, Disability, and Health (ICF) framework. The non-parametric Wilcoxon signed-rank test was applied to data from the first two sections of the Communication Profile-Adapted. Qualitative analysis was conducted on the final section. The data provided evidence of statistically significant positive changes in caregiver perceptions of communication at the levels of Body Structure and Function, and Activities for Communication. Also, analysis of the Participation for Communication section revealed some expansion to the children's social activities. The potential impact of the home-based intervention would benefit from investigation on a larger scale. Limitations of the study are discussed.
C1 [Bunning, Karen; Hartley, Sally] Univ E Anglia, Fac Med & Hlth, Sch Hlth Sci, Norwich NR4 7TJ, Norfolk, England.
[Gona, Joseph K.; Newton, Charles R.] Kenya Govt Med Res Ctr, Ctr Geog Res Med Coast, Nairobi, Kenya.
[Newton, Charles R.] Univ Oxford, Warneford Hosp, Dept Psychiat, Oxford, England.
[Hartley, Sally] Univ Sydney, Fac Hlth Sci, Sydney, NSW 2006, Australia.
[Hartley, Sally] London Sch Hyg & Trop Med, London WC1, England.
RP Bunning, K (reprint author), Univ E Anglia, Sch Allied Hlth Profess, Norwich NR4 7TJ, Norfolk, England.
EM k.bunning@uea.ac.uk
FU C.P. Trust (UK); KEMRI/Wellcome Trust; Wellcome Trust, UK
FX This work was supported by the C.P. Trust (UK) and the KEMRI/Wellcome
Trust research programme. Charles R. Newton is supported by Wellcome
Trust, UK.
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NR 70
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2014
VL 30
IS 4
BP 344
EP 356
DI 10.3109/07434618.2014.970294
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AU3MN
UT WOS:000345517600005
PM 25379627
ER
PT J
AU Trudeau, N
Sutton, A
Morford, JP
AF Trudeau, Natacha
Sutton, Ann
Morford, Jill P.
TI An Investigation of Developmental Changes in Interpretation and
Construction of Graphic AAC Symbol Sequences through Systematic
Combination of Input and Output Modalities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Symbol sequences; Input
modality; Output modality; Children; Typical development
ID ALTERNATIVE COMMUNICATION; WORKING-MEMORY; CHILDREN; UTTERANCES;
COMPREHENSION; DISABILITIES; INDIVIDUALS; DEMANDS; SPEECH; ADULTS
AB While research on spoken language has a long tradition of studying and contrasting language production and comprehension, the study of graphic symbol communication has focused more on production than comprehension. As a result, the relationships between the ability to construct and to interpret graphic symbol sequences are not well understood. This study explored the use of graphic symbol sequences in children without disabilities aged 3;0 to 6;11 (years; months) (n = 111). Children took part in nine tasks that systematically varied input and output modalities (speech, action, and graphic symbols). Results show that in 3-and 4-year-olds, attributing meaning to a sequence of symbols was particularly diffi cult even when the children knew the meaning of each symbol in the sequence. Similarly, while even 3- and 4-year-olds could produce a graphic symbol sequence following a model, transposing a spoken sentence into a graphic sequence was more diffi cult for them. Representing an action with graphic symbols was diffi cult even for 5-year-olds. Finally, the ability to comprehend graphic-symbol sequences preceded the ability to produce them. These developmental patterns, as well as memory-related variables, should be taken into account in choosing intervention strategies with young children who use AAC.
C1 [Trudeau, Natacha] Univ Montreal, Ecole Orthophonie & Audiol, Montreal, PQ H3T 1C7, Canada.
[Trudeau, Natacha] Ctr Hosp Univ St Justine, Ctr Readaptat Marie Enfant, Montreal, PQ, Canada.
[Sutton, Ann] Univ Ottawa, Ecole Sci Readaptat, Ottawa, ON K1N 6N5, Canada.
[Morford, Jill P.] Univ New Mexico, Dept Linguist, Albuquerque, NM 87131 USA.
RP Trudeau, N (reprint author), Univ Montreal, Ecole Orthophonie & Audiol, CP 6128,Succ Ctr Ville, Montreal, PQ H3T 1C7, Canada.
EM Natacha.Trudeau@umontreal.ca
FU Canadian Social Sciences and Humanities Research Council [410-2006-990]
FX This work was supported by grant [410-2006-990] from the Canadian Social
Sciences and Humanities Research Council to the three authors.
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NR 28
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 187
EP 199
DI 10.3109/07434618.2014.940465
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500001
PM 25109228
ER
PT J
AU Whitmore, AS
Romski, MA
Sevcik, RA
AF Whitmore, Ani S.
Romski, Mary Ann
Sevcik, Rose A.
TI Early Augmented Language Intervention for Children with Developmental
Delays: Potential Secondary Motor Outcomes
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Motor development; Motor skills; Augmentative and alternative
communication; Early intervention; Developmental delays
ID ALTERNATIVE COMMUNICATION; IMPAIRMENT; DISORDER; SKILL; HAND
AB This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants' language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefi t of AAC interventions that use devices.
C1 [Whitmore, Ani S.; Sevcik, Rose A.] Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA.
[Romski, Mary Ann] Georgia State Univ, Dept Commun, Atlanta, GA 30302 USA.
RP Whitmore, AS (reprint author), Georgia State Univ, Dept Psychol, POB 5010, Atlanta, GA 30302 USA.
EM awhitfield2@student.gsu.edu
FU National Institute of Deafness and Other Communication Disorders
[DC-03799]; Georgia State University Area of Focus Initiative: Research
on the Challenges of Acquiring Language and Literacy (RCALL) Doctoral
Fellowship; Southern Regional Education Board (SREB) Doctoral Scholars
Fellowship
FX This research was supported, in part, by a grant awarded to Mary Ann
Romski from the National Institute of Deafness and Other Communication
Disorders [DC-03799], the Georgia State University Area of Focus
Initiative: Research on the Challenges of Acquiring Language and
Literacy (RCALL) Doctoral Fellowship, and the Southern Regional
Education Board (SREB) Doctoral Scholars Fellowship.
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NR 45
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 200
EP 212
DI 10.3109/07434618.2014.940466
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500002
PM 25109299
ER
PT J
AU Saloviita, T
Leppanen, M
Ojalammi, U
AF Saloviita, Timo
Leppanen, Marjatta
Ojalammi, Ulla
TI Authorship in Facilitated Communication: An Analysis of 11 Cases
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism; Facilitated communication; Intellectual disabilities;
Augmentative and alternative communication
ID AUTISM; GRAMMAR; LEXICON; AAC
AB We studied the authorship of messages produced through facilitated communication (FC) for all users of FC in two comprehensive schools in a small city in Finland. The participants were 11 children with intellectual disabilities, including autism, all having used FC from 1 - 3 years. The test conditions involved open and blind information- passing tasks in which the participants were directed to write down the contents of written or pictorial stimuli. The results failed to validate FC as a method of communication for any participant or facilitator. An analysis of the messages produced under the FC condition revealed a large degree of facilitator infl uence on the content of the messages produced. Additionally, FC impaired the performance of the two participants who had previously demonstrated some independent writing skills.
C1 [Saloviita, Timo] Univ Jyvaskyla, Dept Teacher Educ, FIN-40014 Jyvaskyla, Finland.
[Ojalammi, Ulla] Nuoliala Primary Sch, Tampere, Finland.
RP Saloviita, T (reprint author), Univ Jyvaskyla, Dept Teacher Educ, POB 35, FIN-40014 Jyvaskyla, Finland.
EM timo.saloviita@jyu.fi
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NR 36
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 213
EP 225
DI 10.3109/07434618.2014.927529
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500003
PM 24946681
ER
PT J
AU Mills, T
Bunnell, HT
Patel, R
AF Mills, Timothy
Bunnell, H. Timothy
Patel, Rupal
TI Towards Personalized Speech Synthesis for Augmentative and Alternative
Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Speech synthesis; Assistive communication; Assistive technology; Speaker
identity; Voice conversion
ID QUESTION-STATEMENT CONTRAST; ARTIFICIAL NEURAL-NETWORKS; SEXUAL
ORIENTATION; VOICE CONVERSION; SEVERE DYSARTHRIA; SPEAKER ADAPTATION;
CEREBRAL-PALSY; GLOTTAL WAVE; TALKER; IDENTIFICATION
AB Text-to-speech options on augmentative and alternative communication (AAC) devices are limited. Often, several individuals in a group setting use the same synthetic voice. This lack of customization may limit technology adoption and social integration. This paper describes our efforts to generate personalized synthesis for users with profoundly limited speech motor control. Existing voice banking and voice conversion techniques rely on recordings of clearly articulated speech from the target talker, which cannot be obtained from this population. Our VocaliD approach extracts prosodic properties from the target talker ' s source function and applies these features to a surrogate talker ' s database, generating a synthetic voice with the vocal identity of the target talker and the clarity of the surrogate talker. Promising intelligibility results suggest areas of further development for improved personalization.
C1 [Mills, Timothy; Patel, Rupal] Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
[Bunnell, H. Timothy] Nemours Biomed Res, Wilmington, DE USA.
[Patel, Rupal] Northeastern Univ, Dept Speech Language Pathol & Audiol & Comp Sci, Boston, MA 02115 USA.
RP Patel, R (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
EM r.patel@neu.edu
FU National Science Foundation [0712821, 1342102]
FX This research was supported in part by National Science Foundation
Grants # 0712821 and # 1342102.
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NR 112
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 226
EP 236
DI 10.3109/07434618.2014.924026
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500004
PM 25025818
ER
PT J
AU Batorowicz, B
Campbell, F
von Tetzchner, S
King, G
Missiuna, C
AF Batorowicz, Beata
Campbell, Fiona
von Tetzchner, Stephen
King, Gillian
Missiuna, Cheryl
TI Social Participation of School-aged Children Who Use Communication Aids:
The Views of Children and Parents
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aided communication; Participation; Children; Interview; Augmentative
and alternative communication; Complex communication needs
ID TYPICALLY-DEVELOPING PEERS; ALTERNATIVE COMMUNICATION;
PHYSICAL-DISABILITIES; CEREBRAL-PALSY; USE AAC; NEEDS; INDIVIDUALS;
PERCEPTIONS; RELIABILITY; EXPERIENCES
AB Social participation is crucial for children's development and well-being; however, little is known about the social participation of children who use communication aids. This article presents findings from interviews with eight 5- to 14-year-old children who used communication aids and their parents about social participation, communicative interactions, and peer relationships. Video- and audio-recordings were transcribed and analyzed using thematic content analysis, and five themes were identified. Two themes reflect parents' views: Communication partners and strategies and Access to aided communication. Three themes reflect perceptions expressed both by children and parents: Participation in society, Interaction opportunities, and Social relationships. The findings provide insights into both the achievements and the challenges experienced by young people who use aided communication.
C1 [Batorowicz, Beata; Missiuna, Cheryl] McMaster Univ, Sch Rehabil Sci, Hamilton, ON L8S 1C7, Canada.
[Campbell, Fiona] Hamilton Hlth Sci, Technol Access Clin, Hamilton, ON, Canada.
[von Tetzchner, Stephen] Univ Oslo, Psykologisk Inst, Oslo, Norway.
[King, Gillian] Univ Toronto, Bloorview Res Inst, Toronto, ON M5S 1A1, Canada.
RP Batorowicz, B (reprint author), McMaster Univ, CanChild Ctr Childhood Disabil Res, 1400 Main St West,Room 408, Hamilton, ON L8S 1C7, Canada.
EM batorbe@mcmaster.ca
FU Ontario Federation of Cerebral Palsy; Canadian Institutes of Health
Research; CanChild Centre for Childhood Disability Research Doctoral
Studentship Award; Ontario Neurotrauma Foundation Doctoral Scholarship;
Stiftelsen Sophies Minde from Oslo, Norway
FX The authors would like to acknowledge the support of the Ontario
Federation of Cerebral Palsy. Beata Batorowicz was supported by a Vanier
Canada Graduate Scholarship from the Canadian Institutes of Health
Research, the CanChild Centre for Childhood Disability Research Doctoral
Studentship Award, and the Ontario Neurotrauma Foundation Doctoral
Scholarship. Stephen von Tetzchner was supported by Stiftelsen Sophies
Minde from Oslo, Norway.
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World Health Organization (WHO), 2007, INT CLASS FUNCT DIS
NR 70
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 237
EP 251
DI 10.3109/07434618.2014.940464
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500005
PM 25115791
ER
PT J
AU Geytenbeek, JJ
Mokkink, LB
Knol, DL
Vermeulen, RJ
Oostrom, KJ
AF Geytenbeek, Joke J.
Mokkink, Lidwine B.
Knol, Dirk L.
Vermeulen, R. Jeroen
Oostrom, Kim J.
TI Reliability and Validity of the C-BiLLT: A new Instrument to Assess
Comprehension of Spoken Language in young Children with Cerebral Palsy
and Complex Communication Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Cerebral palsy; Complex communication needs; Language test; Language
comprehension; Validity; Reliability
ID AAC; DISABILITIES; INDIVIDUALS; DIRECTIONS; OUTCOMES; TIME
AB In clinical practice, a variety of diagnostic tests are available to assess a child ' s comprehension of spoken language. However, none of these tests have been designed specifi cally for use with children who have severe motor impairments and who experience severe diffi culty when using speech to communicate. This article describes the process of investigating the reliability and validity of the Computer-Based Instrument for Low Motor Language Testing (C-BiLLT), which was specifi cally developed to assess spoken Dutch language comprehension in children with cerebral palsy and complex communication needs. The study included 806 children with typical development, and 87 nonspeaking children with cerebral palsy and complex communication needs, and was designed to provide information on the psychometric qualities of the C-BiLLT. The potential utility of the C-BiLLT as a measure of spoken Dutch language comprehension abilities for children with cerebral palsy and complex communication needs is discussed.
C1 [Geytenbeek, Joke J.] Vrije Univ Amsterdam, Med Ctr, Dept Paediat Rehabil Med, EMGO Inst Hlth & Care Res, NL-1007 MB Amsterdam, Netherlands.
[Mokkink, Lidwine B.; Knol, Dirk L.] Vrije Univ Amsterdam, Med Ctr, Dept Epidemiol & Biostat, NL-1007 MB Amsterdam, Netherlands.
[Vermeulen, R. Jeroen] Vrije Univ Amsterdam, Med Ctr, Dept Child Neurol, NL-1007 MB Amsterdam, Netherlands.
[Oostrom, Kim J.] Vrije Univ Amsterdam, Med Ctr, Dept Paediat Med Psychol, NL-1007 MB Amsterdam, Netherlands.
RP Geytenbeek, JJ (reprint author), Vrije Univ Amsterdam, Med Ctr, Dept Rehabil Med, POB 7057, NL-1007 MB Amsterdam, Netherlands.
EM J.geytenbeek@vumc.nl
FU Phelps Foundation [2008043]; Jack Rabbit foundation
FX The project (2008043) is financially supported by the Phelps Foundation
and the Jack Rabbit foundation.
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World Health Organisation, 2001, INT CLASS FUNCT DIS
NR 55
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 252
EP 266
DI 10.3109/07434618.2014.924992
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500006
PM 24948533
ER
PT J
AU Robillard, M
Mayer-Crittenden, C
Minor-Corriveau, M
Belanger, R
AF Robillard, Manon
Mayer-Crittenden, Chantal
Minor-Corriveau, Michele
Belanger, Roxanne
TI Monolingual and Bilingual Children With and Without Primary Language
Impairment: Core Vocabulary Comparison
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Core vocabulary;
Bilingualism; Primary language impairment; Children
ID ALTERNATIVE COMMUNICATION; SELECTION; TODDLERS; INFANTS
AB Core vocabulary is an important component of augmentative and alternative communication (AAC) systems for school-aged children who have complex communication needs. One method of identifying core vocabulary for these individuals is to study the vocabulary of speaking children. To date, the use of core vocabulary by speaking bilingual children has not been well documented. The present study compared the core vocabulary used by children who are monolingual (French), and bilingual (French - English; English - French). We also gathered and compared language samples from French-speaking children identified as having primary language impairment (PLI), with the goal of better understanding the language differences demonstrated by children with this disability. Language samples were collected from a total of 57 children within a school setting, in a region where French is a minority language. Contrary to the hypothesis, the analysis of language transcripts revealed that there were no important differences between the core words from the groups studied.
C1 [Robillard, Manon; Mayer-Crittenden, Chantal; Minor-Corriveau, Michele; Belanger, Roxanne] Laurentian Univ, Speech Language Pathol Program, Sudbury, ON P3E 2C6, Canada.
RP Robillard, M (reprint author), Laurentian Univ, Speech Language Pathol Program, 935 Ramsey Lake Rd, Sudbury, ON P3E 2C6, Canada.
EM mrobillard@laurentian.ca
FU Health Canada
FX This research was made possible through a partial financial contribution
from Health Canada. The views expressed here do not necessarily
represent the official views of Health Canada.
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NR 61
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2014
VL 30
IS 3
BP 267
EP 278
DI 10.3109/07434618.2014.921240
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AO4JE
UT WOS:000341302500007
PM 24921189
ER
PT J
AU Wilkinson, KM
Mitchell, T
AF Wilkinson, Krista M.
Mitchell, Teresa
TI Eye Tracking Research to Answer Questions about Augmentative and
Alternative Communication Assessment and Intervention
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Eye tracking; Overview; Research; AAC; Developmental disabilities;
Acquired disabilities
ID VISUAL SCENE DISPLAYS; AUTISM SPECTRUM DISORDERS; WILLIAMS-SYNDROME;
INTELLECTUAL DISABILITIES; INATTENTIONAL BLINDNESS; DOWN-SYNDROME;
ATTENTION; INDIVIDUALS; MOVEMENTS; AAC
AB Recently, eye tracking technologies (i.e., technologies that automatically track the point of an individual's gaze while that person views or interacts with a visual image) have become available for research purposes. Based on the sampling of the orientation of the individual's eyes, researchers can quantify which locations within the visual image were fixated (viewed), for how long, and how many times. These automated eye tracking research technologies open up a wealth of avenues for investigating how individuals with developmental or acquired communication disabilities may respond to aided augmentative and alternative communication (AAC) systems. In this paper, we introduce basic terminology and explore some of the special challenges of conducting eye tracking research with populations with disabilities who might use AAC, including challenges of inferring attention from the presence of fixation and challenges related to calibration that may result from participant characteristics, behavioral idiosyncracies, and/or the number of calibration points. We also examine how the technology can be applied to ask well-structured experimental questions that have direct clinical relevance, with a focus on the unique contributions that eye tracking research can provide by (a) allowing evaluation of skills in individuals who are difficult to assess via traditional methods, and (b) facilitating access to information on underlying visual cognitive processes that is not accessible via traditional behavioral measures.
C1 [Wilkinson, Krista M.] Penn State Univ, University Pk, PA 16802 USA.
[Wilkinson, Krista M.; Mitchell, Teresa] Univ Massachusetts, EK Shriver Ctr, Sch Med, Waltham, MA USA.
RP Wilkinson, KM (reprint author), Penn State Univ, 308 Ford Hall, University Pk, PA 16802 USA.
EM kmw22@psu.edu
FU NIH [P01 HD25995]; Hintz Family Endowed Chair in Children's
Communicative Competence at the Pennsylvania State University; National
Institute on Disability and Rehabilitation Research [H133E030018]
FX Many people have contributed to the authors' ever-growing knowledge of
eye tracking, including William Dube and Wilkie Wong. The eye tracking
research activities of both authors have been supported by NIH P01
HD25995. Support for the first author has also been supplied by the
Rehabilitation Engineering Research Center on Communication Enhancement,
a virtual research center that is funded by the National Institute on
Disability and Rehabilitation Research under Grant H133E030018 and from
the Hintz Family Endowed Chair in Children's Communicative Competence at
the Pennsylvania State University.
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Wolfe J. M., 2004, NATURE REV NEUROSCIE, V5, P1, DOI DOI 10.1038/NM1411
NR 52
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2014
VL 30
IS 2
BP 106
EP 119
DI 10.3109/07434618.2014.904435
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AI6XL
UT WOS:000337020600002
PM 24758526
ER
PT J
AU Thiessen, A
Beukelman, D
Ullman, C
Longenecker, M
AF Thiessen, Amber
Beukelman, David
Ullman, Cara
Longenecker, Maria
TI Measurement of the Visual Attention Patterns of People with Aphasia: A
Preliminary Investigation of Two Types of Human Engagement in
Photographic Images
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Visual scenes; Augmentative and alternative communication; Eye tracking;
Engagement; Aphasia
ID EYE-MOVEMENTS; SCENE DISPLAYS; ALTERNATIVE COMMUNICATION; GAZE;
COMPREHENSION; RECOGNITION; INFORMATION; PERCEPTION; TRACKING; CUES
AB The focus of this investigation was to examine the visual attention patterns of adults with aphasia on task-engaged contextualized images in which a human figure was engaged with the context of the image and camera-engaged contextualized images in which a human figure was looking forward toward the camera. Analysis revealed that adults with aphasia tend to fixate rapidly and frequently on human figures in contextualized images regardless of the type of engagement in the image. In addition, they responded to engagement cues when viewing task-engaged contextualized images by fixating more frequently and more rapidly on the object area of interest for these images than for camera-engaged contextualized images.
C1 [Thiessen, Amber] Univ Houston, Dept Commun Sci & Disorders, Houston, TX 77204 USA.
[Beukelman, David; Ullman, Cara; Longenecker, Maria] Univ Nebraska, Lincoln, NE USA.
RP Thiessen, A (reprint author), Univ Houston, Dept Commun Sci & Disorders, 100 Clinical Res Serv, Houston, TX 77204 USA.
EM althiess@central.uh.edu
FU Rehabilitation Engineering Research Center on Communication Enhancement
(AAC-RERC) from the National Institute on Disability and Rehabilitation
Research (NIDRR) in the U.S. Department of Education's Office of Special
Education and Rehabilitative Services [H133E080011]; Tobii Technologies
FX This project was supported in part by the Rehabilitation Engineering
Research Center on Communication Enhancement (AAC-RERC) under grant
#H133E080011 from the National Institute on Disability and
Rehabilitation Research (NIDRR) in the U.S. Department of Education's
Office of Special Education and Rehabilitative Services (OSERS) and
Tobii Technologies.
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NR 47
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2014
VL 30
IS 2
BP 120
EP 129
DI 10.3109/07434618.2014.905798
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AI6XL
UT WOS:000337020600003
PM 24785409
ER
PT J
AU Wilkinson, KM
Light, J
AF Wilkinson, Krista M.
Light, Janice
TI Preliminary Study of Gaze Toward Humans in Photographs by Individuals
with Autism, Down Syndrome, or Other Intellectual Disabilities:
Implications for Design of Visual Scene Displays
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Eye-tracking; Intellectual disability; Display design; Gaze patterns;
AAC; Visual scene displays
ID PERVASIVE DEVELOPMENTAL DISORDER; EYE TRACKING RESEARCH; SPECTRUM
DISORDERS; WILLIAMS-SYNDROME; COMMUNICATION DEVELOPMENT; AAC
TECHNOLOGIES; UNITED-STATES; HUMAN-FIGURES; CHILDREN; ATTENTION
AB Visual scene displays (VSDs) are a form of augmentative and alternative communication display in which language concepts are embedded into an image of a naturalistic event. VSDs are based on the theory that language learning occurs through interactions with other people, and recommendations for VSD design have emphasized using images of these events that include humans. However, many VSDs also include other items that could potentially be distracting. We examined gaze fixation in 18 school-aged participants with and without severe intellectual/developmental disabilities (i.e., individuals with typical development, autism, Down syndrome and other intellectual disabilities) while they viewed photographs with human figures of various sizes and locations in the image, appearing alongside other interesting, and potentially distracting items. In all groups, the human figures attracted attention rapidly (within 1.5 seconds). The proportions of each participant's own fixation time spent on the human figures were similar across all groups, as were the proportions of total fixations made to the human figures. Although the findings are preliminary, this initial evidence supports the inclusion of humans in VSD images.
C1 [Wilkinson, Krista M.; Light, Janice] Penn State Univ, University Pk, PA 16802 USA.
[Wilkinson, Krista M.] Univ Massachusetts, Sch Med, EK Shriver Ctr, Worcester, MA USA.
RP Wilkinson, KM (reprint author), Penn State Univ, 308 Ford Hall, University Pk, PA 16802 USA.
EM kmw22@psu.edu
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Wilkinson K. M., 2004, AUGMENTATIVE ALTERNA, V20, P123, DOI 10.1080/07434610410001699717
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NR 67
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2014
VL 30
IS 2
BP 130
EP 146
DI 10.3109/07434618.2014.904434
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AI6XL
UT WOS:000337020600004
PM 24773517
ER
PT J
AU Brady, NC
Anderson, CJ
Hahn, LJ
Obermeier, SM
Kapa, LL
AF Brady, Nancy C.
Anderson, Christa J.
Hahn, Laura J.
Obermeier, Sara M.
Kapa, Leah L.
TI Eye Tracking as a Measure of Receptive Vocabulary in Children with
Autism Spectrum Disorders
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Speech comprehension; Receptive language; Autism spectrum disorders; Eye
tracking
ID COMMUNICATIVE DEVELOPMENT INVENTORY; YOUNG-CHILDREN; PRELINGUISTIC
PREDICTORS; PREFERENTIAL LOOKING; EXPRESSIVE LANGUAGE;
DEVELOPMENTAL-DISABILITIES; ALTERNATIVE COMMUNICATION;
WILLIAMS-SYNDROME; DOWNS-SYNDROME; COMPREHENSION
AB This study examined the utility of eye tracking research technology to measure speech comprehension in 14 young boys with autism spectrum disorders (ASD) and 15 developmentally matched boys with typical development. Using eye tracking research technology, children were tested on individualized sets of known and unknown words, identified based on their performance on the Peabody Picture Vocabulary Test. Children in both groups spent a significantly longer amount of time looking at the target picture when previous testing indicated the word was known (known condition). Children with ASD spent similar amounts of time looking at the target and non-target pictures when previous testing indicated the word was unknown (unknown condition). However, children with typical development looked longer at the target pictures in the unknown condition as well, potentially suggesting emergent vocabulary knowledge.
C1 [Brady, Nancy C.] Univ Kansas, Lawrence, KS 66045 USA.
[Anderson, Christa J.; Hahn, Laura J.; Obermeier, Sara M.; Kapa, Leah L.] Univ Kansas, Life Span Inst, Lawrence, KS 66045 USA.
RP Brady, NC (reprint author), Univ Kansas, 1000 Sunnyside Ave,Room 3008, Lawrence, KS 66045 USA.
EM nbrady@ku.edu
FU Kansas Center for Autism Research and Training; NIH [NICHD P30 HD002528,
NICHD R01 HD07690]
FX This research was supported by the Kansas Center for Autism Research and
Training and the NIH [NICHD P30 HD002528, NICHD R01 HD07690.
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NR 63
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2014
VL 30
IS 2
BP 147
EP 159
DI 10.3109/07434618.2014.904923
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AI6XL
UT WOS:000337020600005
PM 24773020
ER
PT J
AU Dube, WV
Wilkinson, KM
AF Dube, William V.
Wilkinson, Krista M.
TI The Potential Influence of Stimulus Overselectivity in AAC: Information
from Eye Tracking and Behavioral Studies of Attention with Individuals
with Intellectual Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Overselectivity; Intellectual disability; Overselective attention;
Eye tracking
ID TEACHING AUTISTIC-CHILDREN; OVER-SELECTIVITY; OBSERVING BEHAVIOR;
DOWN-SYNDROME; DISCRIMINATION; COMMUNICATION; PERCEPTION; ASSISTANCE;
STUDENTS; RESPOND
AB This paper examines the phenomenon of stimulus overselectivity, or overselective attention, as it may impact AAC training and use in individuals with intellectual disabilities. Stimulus overselectivity is defined as an atypical limitation in the number of stimuli or stimulus features within an image that are attended to and subsequently learned. Within AAC, the term stimulus could refer to symbols or line drawings on speech-generating devices, drawings or pictures on low-technology systems, and/or the elements within visual scene displays. In this context, overselective attention may result in unusual or uneven error patterns such as confusion between two symbols that share a single feature, or difficulties with transitioning between different types of hardware. We review some of the ways that overselective attention has been studied behaviorally. We then examine how eye tracking technology allows a glimpse into some of the behavioral characteristics of overselective attention. We describe an intervention approach, differential observing responses, that may reduce or eliminate overselectivity, and we consider this type of intervention as it relates to issues of relevance for AAC.
C1 [Dube, William V.; Wilkinson, Krista M.] Univ Massachusetts, Sch Med, Shriver Ctr, Worcester, MA USA.
[Wilkinson, Krista M.] Penn State Univ, University Pk, PA 16802 USA.
RP Dube, WV (reprint author), UMMS Shriver Ctr, 55 Lake Ave North S-301, Worcester, MA 01655 USA.
EM william.dube@umassmed.edu
FU Eunice Kennedy Shriver National Institute of Child Health and Human
Development [R01HD062582, P01HD025995, P30HD004147]
FX Preparation of this paper was supported in part by Eunice Kennedy
Shriver National Institute of Child Health and Human Development Grants
R01HD062582, P01HD025995, and P30HD004147. The contents of this paper
are solely the responsibility of the authors and do not necessarily
represent the official views of the NICHD.
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NR 56
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2014
VL 30
IS 2
BP 172
EP 185
DI 10.3109/07434618.2014.904924
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AI6XL
UT WOS:000337020600007
PM 24773053
ER
PT J
AU Mirenda, P
AF Mirenda, Pat
TI Revisiting the Mosaic of Supports Required for Including People with
Severe Intellectual or Developmental Disabilities in their Communities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Intellectual disability; Developmental disability; Inclusion; AAC
ID QUALITY-OF-LIFE; GENERAL-EDUCATION CLASSROOMS; ALTERNATIVE
COMMUNICATION; PEER INTERACTIONS; INCLUSIVE CLASSROOMS; SOCIAL
INTERACTIONS; USE AAC; STUDENTS; INDIVIDUALS; EMPLOYMENT
AB The goal of this Forum article is to examine the progress that has been made over the past 20 years in providing opportunities for community living, inclusive schooling, and integrated employment to people with severe intellectual or developmental disabilities who rely on Augmentative and Alternative Communication (AAC). Recent research and statistical data from the United States and elsewhere are used to describe both the gains that have been made and the challenges that still remain. Directions for future advocacy and research efforts are also included.
C1 Univ British Columbia, Fac Educ, Vancouver, BC V5Z 1M9, Canada.
RP Mirenda, P (reprint author), Univ British Columbia, Fac Educ, Vancouver, BC V5Z 1M9, Canada.
EM pat.mirenda@ubc.ca
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NR 69
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2014
VL 30
IS 1
BP 19
EP 27
DI 10.3109/07434618.2013.875590
PG 9
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AC8PC
UT WOS:000332794900002
ER
PT J
AU Petroi, D
Koul, RK
Corwin, M
AF Petroi, Diana
Koul, Rajinder K.
Corwin, Melinda
TI Effect of Number of Graphic Symbols, Levels, and Listening Conditions on
Symbol Identification and Latency in Persons with Aphasia
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aphasia; Speech-generating devices; Augmentative and alternative
communication; Graphic symbols; Symbol identification; Attention;
Resource allocation; Perception of task difficulty
ID ALTERNATIVE COMMUNICATION; DIVIDED-ATTENTION; AAC TECHNOLOGIES;
WORKING-MEMORY; INDIVIDUALS; BOTTLENECK; ALLOCATION; SENTENCES;
COMPUTER; LANGUAGE
AB This study investigated the ability of persons with aphasia to complete a series of experimental tasks involving single symbol and subject-verb-object sentence identification on a speech-generating device (SGD) in the presence/absence of competing stimuli. In all, 10 persons with Broca's aphasia and 10 persons in the control group were compared on accuracy and response latency of symbol identification across three listening conditions. Persons with aphasia identified fewer symbols accurately and had longer response latencies than persons in the control group. Number of symbols on the screen and location level had a significant effect on accuracy and latency for both groups. Persons with aphasia perceived tasks to be more difficult than persons in the control group. Results indicate that effective use of SGDs by persons with aphasia may depend on several message organization factors including location and number of symbols per screen.
C1 [Petroi, Diana] Mayo Clin, Dept Neurol, Div Speech Pathol, Rochester, MN USA.
[Koul, Rajinder K.; Corwin, Melinda] Texas Tech Univ, Hlth Sci Ctr, Lubbock, TX 79424 USA.
RP Petroi, D (reprint author), Gundersen Hlth Syst, La Crosse, WI 54601 USA.
EM dpetroi@gundersenhealth.org; Rajinder.koul@ttuhsc.edu
FU Texas Speech, Language and Hearing Foundation
FX This study was partially supported by a grant from the Texas Speech,
Language and Hearing Foundation. We would like to thank all individuals
who participated in this study.
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NR 56
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2014
VL 30
IS 1
BP 40
EP 54
DI 10.3109/07434618.2014.882984
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AC8PC
UT WOS:000332794900004
ER
PT J
AU De Bortoli, T
Arthur-Kelly, M
Mathisen, B
Balandin, S
AF De Bortoli, Tania
Arthur-Kelly, Michael
Mathisen, Bernice
Balandin, Susan
TI Speech-Language Pathologists' Perceptions of Implementing Communication
Intervention with Students with Multiple and Severe Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Multiple and severe disabilities; Communication intervention;
Implementation
ID ALTERNATIVE COMMUNICATION; ICF-CY; SCHOOL; EXPERIENCES; COMPLEXITY;
SETTINGS; CHILDREN
AB The aim of the present study was to explore speech-language pathologists' (SLPs) perceptions and experiences of factors influencing the implementation of communication interventions for students with multiple and severe disabilities. Eight SLPs in New South Wales, Australia, participated in individual interviews and a focus group. Interview transcripts were scrutinized using thematic analysis. Transcripts were coded into categories, which were then grouped to yield themes. Participants identified a broad range of themes, including SLPs' experience and skills, professional development, and collaboration with teachers and families; as well as home and school contexts, the role of government departments, and broader societal factors. These complex influences suggest that systemic supports may be required at multiple levels in order to increase the likelihood of effective implementation of communication interventions for students with multiple and severe disabilities.
C1 [De Bortoli, Tania; Arthur-Kelly, Michael] Univ Newcastle, Ctr Special Educ & Disabil Studies, Callaghan, NSW 2308, Australia.
[Mathisen, Bernice] Univ Newcastle, Sch Humanities & Social Sci, Callaghan, NSW 2308, Australia.
[Balandin, Susan] Molde Univ Coll, Fac Hlth & Social Care, Kristiansand, Norway.
RP De Bortoli, T (reprint author), Univ Newcastle, Ctr Special Educ & Disabil Studies, Callaghan, NSW 2308, Australia.
EM tdb936@newcastle.edu.au
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NR 39
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2014
VL 30
IS 1
BP 55
EP 70
DI 10.3109/07434618.2014.881916
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AC8PC
UT WOS:000332794900005
ER
PT J
AU Barker, RM
Bridges, MS
Saunders, KJ
AF Barker, R. Michael
Bridges, Mindy Sittner
Saunders, Kathryn J.
TI Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via
the Alphabetic Principle
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Phonemic awareness; Reading; Assessment; Severe speech impairment;
Alphabetic principle; Complex communication needs
ID INSTRUCTION; ACQUISITION; LITERACY; CHILDREN
AB Most assessments of phonemic awareness require speech responses and cannot be used with individuals with severe speech impairments who may use augmentative and alternative communication (AAC). This study investigated the reliability and construct validity of the Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle (DAPA-AP), which does not require speech. In all, 17 adults with mild to moderate intellectual disabilities completed the DAPA-AP, a letter-sound knowledge task, four measures of phonological awareness, and two reading assessments. Results indicated the DAPA-AP was both a reliable and valid assessment of phonemic awareness for this sample. Consequently, the DAPA-AP represents an important step in developing phonemic awareness assessments that have the potential to be suitable for use with a wide range of individuals, including those with SSI.
C1 [Barker, R. Michael; Bridges, Mindy Sittner; Saunders, Kathryn J.] Univ Kansas, Schiefelbusch Inst Life Span Studies, Lawrence, KS 66045 USA.
RP Barker, RM (reprint author), Univ S Florida, Dept Commun Sci & Disorders, 4202 E Fowler Ave,PCD 1017, Tampa, FL 33620 USA.
EM rmbarker@usf.edu
RI Barker, R. Michael/B-5737-2015
OI Barker, R. Michael/0000-0002-1625-6698
FU NIH [T32 HD057844, P30 HD002528, R01 HD048528, P30 DC005803]
FX This article was written with the support of NIH grants T32 HD057844,
P30 HD002528, R01 HD048528 and P30 DC005803, awarded to the University
of Kansas.
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NR 36
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2014
VL 30
IS 1
BP 71
EP 82
DI 10.3109/07434618.2014.880190
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AC8PC
UT WOS:000332794900006
ER
PT J
AU Soto, G
Yu, B
AF Soto, Gloria
Yu, Betty
TI Considerations for the Provision of Services to Bilingual Children Who
Use Augmentative and Alternative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Bilingualism; Language; Culture
ID AUTISM SPECTRUM DISORDERS; ENGLISH-LANGUAGE LEARNERS; SEVERE
DISABILITIES; INTERVENTION; SPEECH; IMPAIRMENT; PARENTS; METAANALYSIS;
INDIVIDUALS; INSTRUCTION
AB Augmentative and alternative communication (AAC) service providers are increasingly serving a significant number of clients from culturally and linguistically diverse backgrounds. In this paper, we discuss general considerations and future research needs relevant to the use of AAC strategies and techniques with bilingual children, specifically, issues related to the scaffolding of communication and language development in more than one language, and the selection and customization of AAC systems for bilingual children. We do so by first reviewing key research on bilingualism with children with communication disabilities and its implications for research and practice in the AAC field. We propose the use of a sociocultural approach to AAC service delivery and argue for the support of both languages needed by the child to fully participate in his or her communicative environments. Implications of the sociocultural perspective and future research needs are also presented.
C1 [Soto, Gloria; Yu, Betty] San Francisco State Univ, Dept Special Educ & Commun Disorders, San Francisco, CA 94132 USA.
RP Soto, G (reprint author), SFSU, Dept Special Educ & Commun Disorders, 1600 Holloway Ave, San Francisco, CA 94132 USA.
EM gsoto@sfsu.edu
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NR 68
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2014
VL 30
IS 1
BP 83
EP 92
DI 10.3109/07434618.2013.878751
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA AC8PC
UT WOS:000332794900007
ER
PT J
AU Light, J
McNaughton, D
AF Light, Janice
McNaughton, David
TI Putting People First: Re-Thinking the Role of Technology in Augmentative
and Alternative Communication Intervention
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Technology;
Intervention
ID TYPICALLY DEVELOPING PRESCHOOLERS; MULTISYMBOL MESSAGE PRODUCTIONS;
SPEECH-LANGUAGE PATHOLOGISTS; VISUAL SCENE DISPLAYS; INTELLECTUAL
DISABILITIES; AAC TECHNOLOGY; COLOR CUES; GROUP-ITEM; ADULTS;
INDIVIDUALS
AB Current technologies provide individuals with complex communication needs with a powerful array of communication, information, organization, and social networking options. However, there is the danger that the excitement over these new devices will result in a misplaced focus on the technology, to the neglect of what must be the central focus - the people with complex communication needs who require augmentative and alternative communication (AAC). In order to truly harness the power of technology, rehabilitation and educational professionals must ensure that AAC intervention is driven, not by the devices, but rather by the communication needs of the individual. Furthermore, those involved in AAC research and development activities must ensure that the design of AAC technologies is driven by an understanding of motor, sensory, cognitive, and linguistic processing, in order to minimize learning demands and maximize communication power for individuals with complex communication needs across the life span.
C1 [Light, Janice; McNaughton, David] Penn State Univ, University Pk, PA 16802 USA.
RP Light, J (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 308 Ford, University Pk, PA 16802 USA.
EM jcl4@psu.edu
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NR 85
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2013
VL 29
IS 4
BP 299
EP 309
DI 10.3109/07434618.2013.848935
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 256XM
UT WOS:000327347400001
PM 24229334
ER
PT J
AU Snodgrass, MR
Stoner, JB
Angell, ME
AF Snodgrass, Melinda R.
Stoner, Julia B.
Angell, Maureen E.
TI Teaching Conceptually Referenced Core Vocabulary for Initial
Augmentative and Alternative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Core vocabulary;
Severe disabilities; Symbol exchange; Tactile symbols
ID PICTURE EXCHANGE; DEVELOPMENTAL-DISABILITIES; AAC; LANGUAGE; CHILDREN;
INTERVENTION; TECHNOLOGY; SELECTION; STUDENTS; LEXICON
AB Individuals with significant intellectual disabilities who use augmentative and alternative communication (AAC) often fail to acquire large vocabularies. To maximize the functionality of a small vocabulary, AAC users' initial vocabulary typically consists of words that can be used frequently across contexts and functions (i.e., core vocabulary). For many AAC users, core vocabulary often references concepts rather than concrete items. For individuals with severe intellectual disabilities, however, initial AAC vocabulary often consists of concretely referenced words instead. There is little evidence that these individuals can learn to use conceptually referenced words in initial AAC. A variation of a single subject multiple baseline design across four stimuli was used to demonstrate that an individual with severe intellectual disabilities could learn to use conceptually referenced words as an initial AAC vocabulary. As a result of the intervention (a modified PECS procedure), a 9-year-old boy with multiple disabilities, including intellectual disability and deaf-blindness, learned to make appropriate use of three conceptually referenced tactile symbols for the concepts of more, done, and new as an initial communication vocabulary.
C1 [Snodgrass, Melinda R.; Stoner, Julia B.; Angell, Maureen E.] Illinois State Univ, Dept Special Educ, Normal, IL 61761 USA.
RP Snodgrass, MR (reprint author), Dept Special Educ, 288 Educ Bldg,1310 S 6th St, Champaign, IL 61820 USA.
EM melinda.snodgrass@gmail.com
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NR 38
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2013
VL 29
IS 4
BP 322
EP 333
DI 10.3109/07434618.2013.848932
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 256XM
UT WOS:000327347400003
PM 24229336
ER
PT J
AU Barker, RM
Akaba, S
Brady, NC
Thiemann-Bourque, K
AF Barker, R. Michael
Akaba, Sanae
Brady, Nancy C.
Thiemann-Bourque, Kathy
TI Support for AAC Use in Preschool, and Growth in Language Skills, for
Young Children with Developmental Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmented input; Peer use; Prompting; Receptive language; Expressive
language
ID EXCHANGE COMMUNICATION-SYSTEM; SPEECH-GENERATING DEVICES; AUTISM
SPECTRUM DISORDERS; PICTURE EXCHANGE; ALTERNATIVE COMMUNICATION; SYMBOL
COMPREHENSION; INTERVENTIONS; NEEDS; PECS; INDIVIDUALS
AB Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities). We developed two surveys (a) to describe children's use of AAC in preschool classrooms, as well as the use of prompts and question asking, and augmented input by their communication partners; and (b) to describe teachers' experience, training, and perceived support in providing AAC. We then examined the relationship between children's experience of AAC, including the use of prompts, question asking, and augmented input by their partners, and the growth of receptive and expressive language for 71 children with developmental disabilities over a two-year period. The use of AAC by peers to provide augmented input was associated with stronger language growth; the use of prompting and question asking by teachers was associated with weaker language growth. Teachers reported that they received little training regarding ways to support a child's use of AAC. Results suggest the need for further research on promoting AAC use at the preschool level, including research to promote peer interactions for AAC users.
C1 [Barker, R. Michael; Akaba, Sanae; Thiemann-Bourque, Kathy] Univ Kansas, Schiefelbusch Inst Life Span Studies, Lawrence, KS 66045 USA.
[Brady, Nancy C.] Univ Kansas, Dept Speech Language Hearing Sci & Disorders, Lawrence, KS 66045 USA.
RP Barker, RM (reprint author), 4202 E Fowler Ave,PCD 1017, Tampa, FL 33620 USA.
EM rmbarker@usf.edu
RI Barker, R. Michael/B-5737-2015
OI Barker, R. Michael/0000-0002-1625-6698
FU NIH [T32 HD057844, P01 HD018955, HD002528]
FX This study was conducted with the support of NIH grants T32 HD057844,
P01 HD018955, and HD002528, awarded to the University of Kansas.
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NR 53
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2013
VL 29
IS 4
BP 334
EP 346
DI 10.3109/07434618.2013.848933
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 256XM
UT WOS:000327347400004
PM 24229337
ER
PT J
AU Robillard, M
Mayer-Crittenden, C
Roy-Charland, A
Minor-Corriveau, M
Belanger, R
AF Robillard, Manon
Mayer-Crittenden, Chantal
Roy-Charland, Annie
Minor-Corriveau, Michele
Belanger, Roxanne
TI Exploring the Impact of Cognition on Young Children's Ability to
Navigate a Speech-Generating Device
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Speech-generating
device (SGD); Navigation; Cognition; Children
ID WORKING-MEMORY; AAC TECHNOLOGIES; INTELLIGENCE; COMMUNICATION;
PRESCHOOLERS; FLEXIBILITY; FLUID; STATE
AB This study examined the impact of cognition on young children's ability to navigate a speech-generating device (SGD) with dynamic paging. Knowledge of which cognitive factors impact navigational skills could help clinicians select the most appropriate SGD for children who have complex communication needs. A total of 65 typically developing children aged 48-77 months were assessed using the Leiter International Performance Scale-Revised (Leiter-R) and the Automated Working Memory Assessment (AWMA). Although significant correlations were found between the ability to navigate an SGD (using a taxonomic organization) and all cognitive factors except for cognitive flexibility, a stepwise linear regression revealed that sustained attention, categorization, and fluid reasoning were the most pragmatic set of factors to predict navigational skills. Future studies are needed to further understand the factors that impact children's navigational skills.
C1 [Robillard, Manon; Mayer-Crittenden, Chantal; Minor-Corriveau, Michele; Belanger, Roxanne] Laurentian Univ, Speech Language Pathol Program, Sudbury, ON P3E 2C6, Canada.
[Roy-Charland, Annie] Laurentian Univ, Dept Psychol, Sudbury, ON P3E 2C6, Canada.
RP Robillard, M (reprint author), Laurentian Univ, Speech Language Pathol Program, 935 Ramsey Lake Rd, Sudbury, ON P3E 2C6, Canada.
EM mrobillard@laurentian.ca
FU Health Canada
FX This research was performed as part of the first author's doctoral
dissertation. The authors would like to thank the Conseil Scolaire
Public du Grand Nord de l'Ontario (CSPGNO) for the partnership that
allowed this research to be conducted. This research was made possible
through a partial financial contribution from Health Canada. The views
expressed here do not necessarily represent the official views of Health
Canada. Thank you to the students who participated in the data
collection: Melissa Therrien, Melissa Lariviere, France Rainville and
Sylvie Rondeau.
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Zarghi A., 2011, BASIC CLIN NEUROSCIE, V2, P58
NR 51
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2013
VL 29
IS 4
BP 347
EP 359
DI 10.3109/07434618.2013.849754
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 256XM
UT WOS:000327347400005
PM 24229338
ER
PT J
AU Dada, S
Huguet, A
Bornman, J
AF Dada, Shakila
Huguet, Alice
Bornman, Juan
TI The Iconicity of Picture Communication Symbols for Children with English
Additional Language and Mild Intellectual Disability
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE English additional language (EAL); Iconicity; Intellectual disability;
Picture Communication Symbols (PCS); Distinctiveness; PCS modification;
PCS removal; PCS replacement
ID YOUNG-CHILDREN; TRANSPARENCY; TRANSLUCENCY; INDIVIDUALS; ACQUISITION;
LITERACY; DRAWINGS; SYSTEMS; SKILLS
AB The purpose of this study was to examine the iconicity of 16 Picture Communication Symbols (PCS) presented on a themed bed-making communication overlay for South African children with English as an additional language and mild intellectual disability. The survey involved 30 participants. The results indicated that, overall, the 16 symbols were relatively iconic to the participants. The authors suggest that the iconicity of picture symbols could be manipulated, enhanced, and influenced by contextual effects (other PCS used simultaneously on the communication overlay). In addition, selection of non-target PCS for target PCS were discussed in terms of postulated differences in terms of distinctiveness. Potential clinical implications and limitations of the study, as well as recommendations for future research, are discussed.
C1 [Dada, Shakila; Huguet, Alice; Bornman, Juan] Univ Pretoria, Ctr Augmentat & Alternat Commun CAAC, ZA-0002 Pretoria, South Africa.
RP Huguet, A (reprint author), 3 Rue Philis Charce, F-38000 Grenoble, France.
EM alicehuguet19@gmail.com
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NR 61
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2013
VL 29
IS 4
BP 360
EP 373
DI 10.3109/07434618.2013.849753
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 256XM
UT WOS:000327347400006
PM 24229339
ER
PT J
AU Boesch, MC
Wendt, O
Subramanian, A
Hsu, N
AF Boesch, Miriam C.
Wendt, Oliver
Subramanian, Anu
Hsu, Ning
TI Comparative Efficacy of the Picture Exchange Communication System (PECS)
versus a Speech-Generating Device: Effects on Social-communicative
Skills and Speech Development
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism; PECS; Speech-generating devices; AAC; Social skills; Speech
ID AUTISM SPECTRUM DISORDERS; YOUNG-CHILDREN; SINGLE-SUBJECT; DISABILITIES;
ACQUISITION; PREFERENCE; BEHAVIOR; OUTPUT; INTERVENTIONS; PRESCHOOLERS
AB The Picture Exchange Communication System (PECS) and a speech-generating device (SGD) were compared in a study with a multiple baseline, alternating treatment design. The effectiveness of these methods in increasing social-communicative behavior and natural speech production were assessed with three elementary school-aged children with severe autism who demonstrated extremely limited functional communication skills. Results for social-communicative behavior were mixed for all participants in both treatment conditions. Relatively little difference was observed between PECS and SGD conditions. Although findings were inconclusive, data patterns suggest that Phase II of the PECS training protocol is conducive to encouraging social-communicative behavior. Data for speech outcomes did not reveal any increases across participants, and no differences between treatment conditions were observed.
C1 [Boesch, Miriam C.] Univ N Texas, Denton, TX 76203 USA.
[Wendt, Oliver; Subramanian, Anu; Hsu, Ning] Purdue Univ, W Lafayette, IN 47907 USA.
RP Boesch, MC (reprint author), Univ N Texas, Dept Educ Psychol, 1155 Union Circle 311335, Denton, TX 76203 USA.
EM miriam.boesch@unt.edu
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NR 60
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 197
EP 209
DI 10.3109/07434618.2013.818059
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900001
PM 23952565
ER
PT J
AU Ganz, JB
Goodwyn, FD
Boles, MM
Hong, ER
Rispoli, MJ
Lund, EM
Kite, E
AF Ganz, Jennifer B.
Goodwyn, Fara D.
Boles, Margot M.
Hong, Ee Rea
Rispoli, Mandy J.
Lund, Emily M.
Kite, Elizabeth
TI Impacts of a PECS Instructional Coaching Intervention on Practitioners
and Children with Autism
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Picture Exchange Communication System (PECS); Practitioner training;
Requesting; Communication; Autism
ID EXCHANGE COMMUNICATION-SYSTEM; ALTERNATIVE COMMUNICATION; SPECTRUM
DISORDERS; YOUNG-CHILDREN; SPEECH PRODUCTION; AAC; IMPROVISATION;
PRESCHOOLERS; INDIVIDUALS; ACQUISITION
AB There is a growing research literature on the potential benefits of augmentative and alternative communication (AAC) for individuals with autism; however few studies have investigated implementation of AAC within real-life contexts. Thus, the purpose of this study was to investigate the impact of training for practitioners in implementation of aided AAC, and to examine implementation of Picture Exchange Communication System (PECS) in real-life contexts. In particular, this study involved the implementation of instructional coaching to increase opportunities offered by behavioral therapists for their preschool-aged clients to use PECS to make requests. Results indicated increases in therapist implementation of AAC and client use of AAC in trained contexts, with limited generalization to untrained contexts.
C1 [Ganz, Jennifer B.; Goodwyn, Fara D.; Boles, Margot M.; Hong, Ee Rea; Rispoli, Mandy J.; Kite, Elizabeth] Texas A&M Univ, College Stn, TX 77843 USA.
[Lund, Emily M.] Utah State Univ, Logan, UT 84322 USA.
RP Ganz, JB (reprint author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM jeniganz@tamu.edu
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Yoder P, 2006, J SPEECH LANG HEAR R, V49, P698, DOI 10.1044/1092-4388(2006/051)
NR 48
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 210
EP 221
DI 10.3109/07434618.2013.818058
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900002
PM 23952566
ER
PT J
AU van der Meer, L
Kagohara, D
Roche, L
Sutherland, D
Balandin, S
Green, VA
O'Reilly, MF
Lancioni, GE
Marschik, PB
Sigafoos, J
AF van der Meer, Larah
Kagohara, Debora
Roche, Laura
Sutherland, Dean
Balandin, Susan
Green, Vanessa A.
O'Reilly, Mark F.
Lancioni, Giulio E.
Marschik, Peter B.
Sigafoos, Jeff
TI Teaching Multi-Step Requesting and Social Communication to Two Children
with Autism Spectrum Disorders with Three AAC Options
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Autism spectrum disorders;
Manual signing; Picture exchange; Speech-generating devices
ID SPEECH-GENERATING DEVICES; OF-THE-LITERATURE;
DEVELOPMENTAL-DISABILITIES; ALTERNATIVE COMMUNICATION; PICTURE EXCHANGE;
MANUAL SIGNS; ACQUISITION; PREFERENCE; INTERVENTIONS; INDIVIDUALS
AB The present study involved comparing the acquisition of multi-step requesting and social communication across three AAC options: manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Preference for each option was also assessed. The participants were two children with autism spectrum disorders (ASD) who had previously been taught to use each option to request preferred items. Intervention was implemented in an alternating-treatments design. During baseline, participants demonstrated low levels of correct communicative responding. With intervention, both participants learned the target responses (two-and three-step requesting responses, greetings, answering questions, and social etiquette responses) to varying levels of proficiency with each communication option. One participant demonstrated a preference for using the SGD and the other preferred PE. The importance of examining preferences for using one AAC option over others is discussed.
C1 [van der Meer, Larah; Kagohara, Debora; Roche, Laura; Balandin, Susan; Green, Vanessa A.; Sigafoos, Jeff] Victoria Univ Wellington, Wellington 6147, New Zealand.
[Sutherland, Dean] Univ Canterbury, Christchurch 1, New Zealand.
[O'Reilly, Mark F.] Univ Texas Austin, Austin, TX 78712 USA.
[Lancioni, Giulio E.] Univ Bari, Bari, Italy.
[Marschik, Peter B.] Med Univ Graz, Graz, Austria.
RP van der Meer, L (reprint author), Victoria Univ Wellington, Sch Educ Psychol, POB 17-310, Wellington 6147, New Zealand.
EM larah.vandermeer@vuw.ac.nz
FU New Zealand Government through the Marsden Fund Council; Victoria
University of Wellington; University of Canterbury; New Zealand
Institute of Language, Brain Behaviour
FX Support for this research was provided from the New Zealand Government
through the Marsden Fund Council, administered by the Royal Society of
New Zealand; and by Victoria University of Wellington, The University of
Canterbury, and The New Zealand Institute of Language, Brain &
Behaviour.
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NR 38
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 222
EP 234
DI 10.3109/07434618.2013.815801
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900003
PM 23879660
ER
PT J
AU Thistle, JJ
Wilkinson, KM
AF Thistle, Jennifer J.
Wilkinson, Krista M.
TI Working Memory Demands of Aided Augmentative and Alternative
Communication for Individuals with Developmental Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Working memory; Cognitive demands; Intellectual impairment; Aided
augmentative and alternative communication
ID DISPLAY AAC TECHNOLOGIES; SHORT-TERM-MEMORY; DOWN-SYNDROME; JOINT
ATTENTION; INTELLECTUAL DISABILITIES; CHILDREN; AUTISM; LANGUAGE;
SYMBOLS; ANIMATION
AB When speech is not functional to meet some or all of an individual's communication needs, aided augmentative and alternative communication (AAC) systems are often implemented. Although aided AAC systems offer some advantages over speech, they also impose some unique demands, especially on working memory, which is commonly defined as the cognitive system by which individuals maintain and manipulate information while completing tasks. For instance, the presence of an external aided AAC device containing arrays of symbols, not all of which are visible simultaneously, presents multiple working memory demands: individuals must maintain the target concepts in mind, all the while (a) navigating through multiple pages, (b) remembering the appropriate or most efficient navigation path, (c) locating the target symbols within the array once the host page has been located, and (d) inhibiting responses to potentially interesting distracters throughout the process. Each of these task demands involves one or more working memory operations that have been identified and studied extensively in research in the cognitive sciences. Failure to acknowledge or understand how working memory might interact with AAC use may place unintentional barriers to effective AAC interventions. This paper explores current information about working memory operations and highlights some of the most relevant issues that warrant further direct study.
C1 [Thistle, Jennifer J.; Wilkinson, Krista M.] Penn State Univ, University Pk, PA 16802 USA.
RP Thistle, JJ (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 308 Ford Bldg, University Pk, PA 16802 USA.
EM jqt5124@psu.edu
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NR 66
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 235
EP 245
DI 10.3109/07434618.2013.815800
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900004
PM 23902430
ER
PT J
AU Dukhovny, E
Soto, G
AF Dukhovny, Elena
Soto, Gloria
TI Speech Generating Devices and Modality of Short-term Word Storage
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Phonological short-term memory; Subvocal rehearsal; Working memory;
Motor planning
ID WORKING-MEMORY; ARTICULATORY LOOP; YOUNG-CHILDREN; LANGUAGE;
COMMUNICATION; INDIVIDUALS; VOCABULARY; ABILITIES; REHEARSAL; STIMULI
AB Persons with severe speech impairments frequently communicate via non-speech means, such as speech-generating devices (SGDs). In studies of people without disabilities, use of non-speech responses has activated non-phonological modalities for short-term word storage. In the current study, short-term word storage was evaluated in 23 pre-trained adult speakers without disabilities and in four individuals who use SGDs for communication. Results indicated that participants without disabilities stored lists of words phonologically when using SGDs. Individuals who used SGDs were most successful in recall of high-frequency words, with preliminary evidence of phonological encoding for short-term storage in preparation for non-speech responses. Further research is needed to describe possible concurrent storage modalities.
C1 [Dukhovny, Elena] Calif State Univ Hayward, Hayward, CA 94542 USA.
[Soto, Gloria] San Francisco State Univ, Berkeley, CA USA.
RP Dukhovny, E (reprint author), Calif State Univ Hayward, East Bay 25800 Carlos Bee Blvd,TR 654B, Hayward, CA 94542 USA.
EM elena.dukhovny@csueastbay.edu
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NR 36
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 246
EP 258
DI 10.3109/07434618.2013.815799
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900005
PM 23927389
ER
PT J
AU Hormeyer, I
Renner, G
AF Hoermeyer, Ina
Renner, Gregor
TI Confirming and Denying in Co-Construction Processes: A Case Study of an
Adult with Cerebral Palsy and two Familiar Partners
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aided communication; Cerebral palsy; Electronic communication aid;
Conversation analysis; Co-construction; Search sequences
ID ALTERNATIVE COMMUNICATION; CONVERSATIONS; TALK
AB For individuals with complex communication needs, one of the most frequent communicative strategies is the co-construction of meaning with familiar partners. This preliminary single-case study gives insight into a special sequential pattern of co-construction processes - the search sequence - particularly in relation to the processes of confirming and denying meanings proposed by familiar interaction partners. Five different conversations between an adult with cerebral palsy and complex communication needs and two familiar co-participants were videotaped and analyzed using the methodology of conversation analysis (CA). The study revealed that confirmations and denials are not simply two alternative actions, but that several possibilities to realize confirmations and denials exist that differ in their frequency and that have different consequences for the sequential context. This study of confirmations and denials demonstrates that co-construction processes are more complex than have previously been documented.
C1 [Hoermeyer, Ina] Univ Freiburg, D-79106 Freiburg, Germany.
[Renner, Gregor] Catholic Univ Appl Sci Freiburg, Freiburg, Germany.
RP Hormeyer, I (reprint author), Univ Freiburg, Deutsch Seminar Germanist Linguist, Belfortstr 16, D-79098 Freiburg, Germany.
EM ina.hoermeyer@germanistik.uni-freiburg.de
FU Deutsche Forschungsgesmeinschaft (DFG)
FX This paper is based on a larger project entitled "Interactive Conditions
of Augmentative and Alternative Communication in Severe Infantile Inborn
Cerebral Palsy" ("Interaktive Bedingungen Unterstutzter Kommunikation
bei schwerer Infantiler Cerebralparese - ICP") at the University of
Freiburg, Deutsches Seminar - Germanistische Linguistik and the Catholic
University of Applied Sciences Freiburg, Zentrum fur Unterstutzte
Kommunikation, funded by Deutsche Forschungsgesmeinschaft (DFG). Leaders
of the project are Peter Auer and Gregor Renner. We wish to acknowledge
Deutsche Forschungsgemeinschaft for supporting the project, and those
who agreed to participate in this work.
CR Anderson K, 2011, AUGMENT ALTERN COMM, V27, P279, DOI 10.3109/07434618.2011.630019
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NR 27
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 259
EP 271
DI 10.3109/07434618.2013.813968
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900006
PM 23952567
ER
PT J
AU Alant, E
Zheng, WJ
Harty, M
Lloyd, L
AF Alant, Erna
Zheng, Wenjing
Harty, Michal
Lloyd, Lyle
TI Translucency Ratings of Blissymbols over Repeated Exposures by Children
with Autism
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism; Blissymbol; Translucency; Repeated exposure
ID VISUAL-SEARCH; INTELLECTUAL DISABILITIES; SPECTRUM DISORDER; TOP-DOWN;
TRANSPARENCY; ATTENTION; SYMBOLS; SYSTEM; INDIVIDUALS; INFORMATION
AB The use of graphic symbols forms an integral part of augmentative and alternative communication (AAC) strategies, particularly for pre-literate children. Although some studies have indicated that typically developing children and those with autism are able to learn symbol meanings with multiple exposures to graphic symbols, little is known about how children with autism rate the degree to which the symbol represents its referent (translucency) with repeated exposures. The purpose of this study was to describe the translucency ratings of children with autism over three consecutive exposures. Twenty-two children with autism participated in a Blissymbol translucency task that included 40 symbols. The Blissymbol task was modified from Bornman, Alant, and du Preez (2009), who explored the translucency of Blissymbols with typically developing children. Findings of this study indicated statistically significant differences in total translucency ratings of the Blissymbols by the children with autism between Day 1 and Day 3 (medium effect size) with Day 3 yielding more positive ratings than Day 1. No single Blissymbol showed statistically significant differences over the days. Findings are interpreted and further implications for research are discussed.
C1 [Alant, Erna; Zheng, Wenjing; Lloyd, Lyle] Indiana Univ, Bloomington, IN 47405 USA.
[Alant, Erna; Harty, Michal] Univ Pretoria, ZA-0002 Pretoria, South Africa.
[Zheng, Wenjing] Ludong Univ, Yantai, Peoples R China.
[Harty, Michal] Univ Cape Town, ZA-7700 Rondebosch, South Africa.
RP Alant, E (reprint author), Indiana Univ, Special Educ Program, Bloomington, IN 47405 USA.
EM ealant@gmail.com
FU Unica School for Children
FX The authors would like to thank the Unica School for Children with
Autism for their willingness to participate and support this study. Rina
Owen's assistance with the statistical analysis of this study is
acknowledged with gratitude.
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NR 49
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2013
VL 29
IS 3
BP 272
EP 283
DI 10.3109/07434618.2013.813967
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 205YW
UT WOS:000323481900007
PM 23902408
ER
PT J
AU Walker, VL
Snell, ME
AF Walker, Virginia L.
Snell, Martha E.
TI Effects of Augmentative and Alternative Communication on Challenging
Behavior: A Meta-Analysis
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Challenging behavior;
Single-case research; Meta-analysis
ID SINGLE-SUBJECT RESEARCH; SELF-INJURIOUS-BEHAVIOR; FUNCTION-BASED
INTERVENTIONS; TECHNICAL ASSISTANCE MODEL; AUTISM SPECTRUM DISORDERS;
FUNCTIONAL COMMUNICATION; MENTAL-RETARDATION; YOUNG-CHILDREN; SYSTEM
PECS; INTELLECTUAL DISABILITIES
AB The purposes of this review were to (a) use meta-analytic procedures to examine the effectiveness of single-case AAC intervention research on challenging behaviors exhibited by individuals with disabilities, (b) identify study characteristics that moderate intervention effects, and (c) evaluate the quality of research. The authors provided inferential and descriptive analyses of 54 studies representing 111 participants and estimated effect sizes using the Nonoverlap of All Pairs (NAP) method. Overall, AAC interventions were found to be equally effective across a broad spectrum of participants and interventions. AAC interventions were more effective with younger children than with adults. Interventions in which functional behavior assessments (FBA) were used had significantly larger effect sizes than those that did not use FBAs. Further, functional communication training interventions resulted in larger effect sizes than Picture Exchange Communication System interventions. Descriptive analysis revealed that (a) interventions often occurred in atypical environments (e. g., therapy room, experimental room) and with atypical interventionists (e. g., therapists, researchers), and (b) numerous studies did not exhibit quality characteristics of single-case research.
C1 [Walker, Virginia L.; Snell, Martha E.] Univ Virginia, Charlottesville, VA 22904 USA.
RP Walker, VL (reprint author), Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
EM vlw2fc@virginia.edu
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NR 105
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 117
EP 131
DI 10.3109/07434618.2013.785020
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400002
PM 23705814
ER
PT J
AU Schlosser, RW
Laubscher, E
Sorce, J
Koul, R
Flynn, S
Hotz, L
Abramson, J
Fadie, H
Shane, H
AF Schlosser, Ralf W.
Laubscher, Emily
Sorce, James
Koul, Rajinder
Flynn, Suzanne
Hotz, Lindsy
Abramson, Jennifer
Fadie, Holly
Shane, Howard
TI Implementing Directives that Involve Prepositions with Children with
Autism: A Comparison of Spoken Cues with Two Types of Augmented Input
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism; Augmented input; Children; Directives; Visual cues; Spoken cues
ID ACTIVITY SCHEDULES; SPECTRUM DISORDERS; LANGUAGE-DEVELOPMENT;
STIMULUS-CONTROL; GRAPHIC SYMBOLS; TASK ENGAGEMENT; COMMUNICATION;
COMPREHENSION; SKILLS; VIDEO
AB Some children with autism face considerable challenges with comprehension, including difficulties following spoken directives involving prepositional relations. The use of augmented input through visual modalities might be an effective means for supplementing spoken language. The purpose of this preliminary study was to compare spoken input with two augmented input modalities (i.e., speech + visual cues) in terms of children's ability to follow directives involving prepositions. The augmented input modalities consisted of static scene cues (i.e., photographic or pictorial visual scenes that portray relevant concepts and their relationships) and dynamic scene cues (i.e., full-motion video clips that depict the actions underlying relevant concepts and their relationships). A within-subjects design involving nine children with autism or pervasive developmental disorders-not otherwise specified was used to examine the effectiveness of the three input conditions. Results indicated that both static scene cues and dynamic scene cues were more effective than spoken cues, but there were no differences between static scene cues and dynamic scene cues. Results are discussed in terms of appropriate instructional inputs for children with autism. Limitations are noted and directions for future research are posited.
C1 [Schlosser, Ralf W.; Hotz, Lindsy] Northeastern Univ, Boston, MA 02115 USA.
[Schlosser, Ralf W.; Laubscher, Emily; Sorce, James; Abramson, Jennifer; Fadie, Holly; Shane, Howard] Boston Children s Hosp, Waltham, MA USA.
[Koul, Rajinder] Texas Tech Univ, Hlth Sci Ctr, Lubbock, TX 79409 USA.
[Flynn, Suzanne] MIT, Cambridge, MA 02139 USA.
RP Schlosser, RW (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, 106 Forsyth, Boston, MA 02115 USA.
EM R.Schlosser@neu.edu
FU National Institute on Disability and Rehabilitation Research (NIDRR)
[H133E030018, H133E080011]
FX Portions of the work in this paper for one of the authors (Dr Howard
Shane) have been funded in part by the National Institute on Disability
and Rehabilitation Research (NIDRR) under Grants # H133E030018 & #
H133E080011 to the RERC on Communication Enhancement.
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NR 50
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 132
EP 145
DI 10.3109/07434618.2013.784928
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400003
PM 23705815
ER
PT J
AU Calculator, SN
AF Calculator, Stephen N.
TI Parents' Reports of Patterns of Use and Exposure to Practices Associated
with AAC Acceptance by Individuals with Angelman Syndrome
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Acceptance; Communication; Augmentative and alternative communication;
Angelman syndrome
ID ALTERNATIVE COMMUNICATION USE; CHILDREN; BEHAVIORS; IMPACT
AB The primary purpose of this investigation was to enhance our understanding of AAC use by individuals with Angelman syndrome (AS) in relation to two broad genotypes: Deletion Positive (DP) and Non Deletion (ND). Previous investigators have suggested individuals without deletions typically exhibit stronger cognitive and communicative abilities than their DP counterparts. This investigation focused on several aspects of AAC use: communication systems used; exposure to, success with, and acceptance of electronic AAC devices; and exposure to practices associated with AAC acceptance. Results indicated that both groups rely heavily on unaided, nonsymbolic methods of communication, with the ND group more likely to use conventional, symbolic systems. While the two groups were similar with respect to exposure to an array of electronic devices, the DP group appeared more likely to have gone no further than low-tech devices such as the BIGmack (TM). There was strong evidence of both groups' capabilities for success with high-tech devices and overall acceptance of devices in terms of duration of use. This proved especially noteworthy in light of both groups' limited exposure to practices associated with AAC acceptance. Clinical implications of these findings are discussed along with future avenues of research.
C1 [Calculator, Stephen N.] Univ New Hampshire, Durham, NH 03824 USA.
RP Calculator, SN (reprint author), Univ New Hampshire Commun Sci & Disorders, Hewitt Hall,4 Lib Way, Durham, NH 03824 USA.
EM stephen.calculator@unh.edu
CR Aldridge A., 2001, SURVEYING SOCIAL WOR
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NR 37
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 146
EP 158
DI 10.3109/07434618.2013.784804
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400004
PM 23621361
ER
PT J
AU Blain-Moraes, S
Chesser, S
Kingsnorth, S
Mckeever, P
Biddiss, E
AF Blain-Moraes, Stefanie
Chesser, Stephanie
Kingsnorth, Shauna
Mckeever, Patricia
Biddiss, Elaine
TI Biomusic: A Novel Technology for Revealing the Personhood of People with
Profound Multiple Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Communicative interaction; Complex continuing care; Biomusic; Personhood
ID BRAIN-COMPUTER INTERFACE; SEVERE MOTOR IMPAIRMENT; LOCKED-IN SYNDROME;
INTELLECTUAL DISABILITIES; COMMUNICATION; QUALITY; ADULTS; CARE;
INTERVENTIONS; INDIVIDUALS
AB It is often difficult for family members and caregivers to interact with persons with profound multiple disabilities (PMD) because of the severely compromised communicative repertoire of this population. The resulting communication challenges may limit the ability of others to perceive personhood in individuals with PMD. This preliminary study investigated the effects of music generated in real time from physiological signals (biomusic) on caregiver perceptions of their interactions with persons with PMD. Caregivers (n - 10; parents and clinical staff) engaged in four, 10-min interactions with a person with PMD (n - 3; diagnoses - traumatic brain injury, pervasive developmental disorder, hypoxic brain injury), whose biomusic was projected throughout. Caregivers participated in two open-ended, semi-structured interviews to explore the effect of biomusic on these interactions. Most caregiver responses to biomusic were very positive, and many reported that biomusic caused an improvement in their interaction with and perceptions of the person with PMD. By providing audible evidence of the changing physiological state of persons with PMD, biomusic may enhance the perceived personhood of these individuals and enrich interactions with their family members and caregivers.
C1 [Blain-Moraes, Stefanie] Univ Michigan, Dept Phys Med & Rehabil, Ann Arbor, MI 48109 USA.
[Chesser, Stephanie] Univ Waterloo, Dept Leisure & Recreat, Waterloo, ON N2L 3G1, Canada.
[Kingsnorth, Shauna; Mckeever, Patricia; Biddiss, Elaine] Holland Bloorview Kids Rehabil Hosp, Bloorview Res Inst, Toronto, ON, Canada.
RP Blain-Moraes, S (reprint author), 7433 Med Sci I,1150 West Med Ctr Dr, Ann Arbor, MI 48105 USA.
EM stefanieb.moraes@gmail.com
FU Norman Saunders Complex Care Initiative Grant
FX This work was supported by the Norman Saunders Complex Care Initiative
Grant administered by the Sick Kids Foundation.
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NR 69
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 159
EP 173
DI 10.3109/07434618.2012.760648
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400005
PM 23484489
ER
PT J
AU Bornman, J
Bryen, DN
AF Bornman, Juan
Bryen, Diane Nelson
TI Social Validation of Vocabulary Selection: Ensuring Stakeholder
Relevance
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Vocabulary selection; Social validation; Crime and abuse; Developmental
delay; Acquired disability; Communication
ID AAC; COMMUNICATION; DISABILITIES; INDIVIDUALS; APHASIA; PEOPLE; ACCESS;
ADULTS; ABUSE; RISK
AB The vocabulary needs of individuals who are unable to spell their messages continue to be of concern in the field of augmentative and alternative communication (AAC). Social validation of vocabulary selection has been suggested as one way to improve the effectiveness and relevance of service delivery in AAC. Despite increased emphasis on stakeholder accountability, social validation is not frequently used in AAC research. This paper describes an investigation of the social validity of a vocabulary set identified in earlier research. A previous study used stakeholder focus groups to identify vocabulary that could be used by South African adults who use AAC to disclose their experiences as victims of crime or abuse. Another study used this vocabulary to create communication boards for use by adults with complex communication needs. In this current project, 12 South African adults with complex communication needs who use AAC systems used a 5-point Likert scale to score the importance of each of the previously identified 57 vocabulary items. This two-step process of first using stakeholder focus groups to identify vocabulary, and then having literate persons who use AAC provide information on social validity of the vocabulary on behalf of their peers who are illiterate, appears to hold promise as a culturally relevant vocabulary selection approach for sensitive topics such as crime and abuse.
C1 [Bornman, Juan] Univ Pretoria, ZA-0002 Pretoria, South Africa.
[Bryen, Diane Nelson] Temple Univ, Philadelphia, PA 19122 USA.
RP Bornman, J (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM Juan.Bornman@up.ac.za
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NR 37
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 174
EP 181
DI 10.3109/07434618.2013.784805
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400006
PM 23641830
ER
PT J
AU Lamontagne, ME
Routhier, F
Auger, C
AF Lamontagne, Marie-Eve
Routhier, Francois
Auger, Claudine
TI Team Consensus Concerning Important Outcomes for Augmentative and
Alternative Communication Assistive Technologies: A Pilot Study
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Outcome assessment; Assistive technology; Program evaluation; Consensus
development; Evidence-based health care
ID LONG-TERM OUTCOMES; ICF-CY; IMPLEMENTATION; REHABILITATION; INDIVIDUALS;
CHILDREN
AB Obstacles to assistive device outcome measurement include a lack of consensus about which outcomes should be evaluated. This article reports a case study of the use of a structured consensus-building approach called Technique for Research of Information by Animation of a Group of Experts (TRIAGE) to develop agreement among key professional team members with regard to outcome measurement. We also describe the changes in key professional team members 'perspectives on outcome measurement over time. Initially, participants expressed preferences for the measurement of about 33 different outcomes. Subsequent discussions and the TRIAGE process led to the choice of the five most important outcomes. Our case study provides evidence that professional team consensus could successfully be reached through the individual reflections and group sharing proposed by the TRIAGE technique. Future research directions include the development of strategies to give prominence to the opinions of individuals who use augmentative and alternative communication (AAC) in the identification of important outcomes, and for aggregating and interpreting data gathered at local, regional, or national levels.
C1 [Lamontagne, Marie-Eve; Routhier, Francois] Univ Laval, Quebec City, PQ, Canada.
[Auger, Claudine] Univ Montreal, Montreal, PQ, Canada.
RP Routhier, F (reprint author), CIRRIS, 525 Wilfrid Hamel QC, Quebec City, PQ G1M 2S8, Canada.
EM francois.routhier@rea.ulaval.ca
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NR 33
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2013
VL 29
IS 2
BP 182
EP 189
DI 10.3109/07434618.2013.784927
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 151NN
UT WOS:000319467400007
PM 23705816
ER
PT J
AU Higginbotham, DJ
Engelke, CR
AF Higginbotham, David Jeffery
Engelke, Christopher R.
TI A Primer for Doing Talk-in-interaction Research in Augmentative and
Alternative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Talk-in-interaction; Conversation analysis; Social interaction;
Augmentative and alternative communication; Micro-analysis
ID CONVERSATION ANALYSIS; CEREBRAL-PALSY; ORGANIZATION; DYSARTHRIA;
PARTNERS; CHILDREN; APHASIA; PEOPLE; REPAIR
AB The study of talk-in-interaction is focused on how people conduct social interactions in real world situations, in real-time. The purpose of this article is to provide a primer for understanding talk-in-interaction research, conversation analysis and microanalysis in the AAC field. An overview of talk-in-interaction research and a discussion of important issues in the field will be presented, followed by a tutorial on conducting microanalytic investigations in AAC.
C1 [Higginbotham, David Jeffery] SUNY Buffalo, New York, NY USA.
[Engelke, Christopher R.] Univ Calif Los Angeles, Los Angeles, CA USA.
RP Higginbotham, DJ (reprint author), SUNY Buffalo, Dept Communicat Disorders & Sci, 122 Cary Hall, Buffalo, NY 14214 USA.
EM cdsjeff@buffalo.edu
FU National Institute on Disability and Rehabilitation Research
[H133E080011]; Wenner-Gren Foundation for Anthropological Research
FX This research is funded under grant #H133E080011 from the National
Institute on Disability and Rehabilitation Research and the Wenner-Gren
Foundation for Anthropological Research.
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NR 88
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 3
EP 19
DI 10.3109/07434618.2013.767556
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800002
PM 23521349
ER
PT J
AU Noren, N
Svensson, E
Telford, J
AF Noren, Niklas
Svensson, Eva
Telford, Jeanette
TI Participants' Dynamic Orientation to Folder Navigation when Using a VOCA
with a Touch Screen in Talk-in-Interaction
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Touch screen VOCA device; Conversation analysis; Cerebral palsy; Turn
projection; Repair; Multimodality; Adult-child interaction; Augmentative
and alternative communication
ID ALTERNATIVE COMMUNICATION; CONVERSATION ANALYSIS; AAC TECHNOLOGIES;
CEREBRAL-PALSY; CHILDREN; SPEECH; ORGANIZATION; DISPLAY; DEVICES; NEEDS
AB This paper reports on a conversation-analysis case study of interaction between a child with cerebral palsy and an adult using a computer-based voice output communication aid (VOCA) device with a touch-sensitive screen-input system. Data was collected from video recordings of everyday activities at school. The public nature of the VOCA-mediated turn construction process (hand movements towards the screen, on-screen folder navigation, synthetic speech) displays the projection of the turn under way and its possible continuations. The adult interlocutor orients to such projections when contributing to the topic of the ongoing turn and when initiating repair on its topical development. Contributing may activate the AAC user's further involvement in the ongoing turn, while repair may restrict the AAC user's influence on the topical progression. The findings are relevant for clinical assessment and intervention.
C1 [Noren, Niklas; Svensson, Eva; Telford, Jeanette] Uppsala Univ, Dept Neurosci, SE-75124 Uppsala, Sweden.
RP Noren, N (reprint author), Uppsala Univ, Dept Neurosci, Box 593, SE-75124 Uppsala, Sweden.
EM niklas.noren@edu.uu.se
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NR 49
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 20
EP 36
DI 10.3109/07434618.2013.767555
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800003
PM 23521350
ER
PT J
AU Clarke, M
Bloch, S
Wilkinson, R
AF Clarke, Michael
Bloch, Steven
Wilkinson, Ray
TI Speaker Transfer in Children's Peer Conversation: Completing
Communication-aid-mediated Contributions
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Children; Augmentative and alternative communication; Communication
aids; Dysarthria; Conversation analysis; Peer interaction
ID ALTERNATIVE COMMUNICATION; CEREBRAL-PALSY; TURN-TAKING; ORGANIZATION;
TALK
AB Managing the exchange of speakers from one person to another effectively is a key issue for participants in everyday conversational interaction. Speakers use a range of resources to indicate, in advance, when their turn will come to an end, and listeners attend to such signals in order to know when they might legitimately speak. Using the principles and findings from conversation analysis, this paper examines features of speaker transfer in a conversation between a boy with cerebral palsy who has been provided with a voice-output communication aid (VOCA), and a peer without physical or communication difficulties. Specifically, the analysis focuses on turn exchange, where a VOCA-mediated contribution approach completion, and the child without communication needs is due to speak next.
C1 [Clarke, Michael] UCL, Dev Sci Dept, London WC1E 6BT, England.
[Bloch, Steven] UCL, London, England.
[Wilkinson, Ray] Univ Sheffield, Sheffield, S Yorkshire, England.
RP Clarke, M (reprint author), Dev Sci Dept, Chandler House,2 Wakefield St, London WC1N 1PF, England.
EM m.clarke@ucl.ac.uk
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NR 40
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 37
EP 53
DI 10.3109/07434618.2013.767490
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800004
PM 23521351
ER
PT J
AU Bloch, S
Clarke, M
AF Bloch, Steven
Clarke, Michael
TI Handwriting-in-interaction Between People with ALS/MND and their
Conversation Partners
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Amyotrophic lateral sclerosis; Motor neuron disease; Handwriting;
Conversation Analysis; Augmentative and alternative communication
ID AMYOTROPHIC-LATERAL-SCLEROSIS; ALTERNATIVE COMMUNICATION;
CEREBRAL-PALSY; REPAIR; DYSARTHRIA; QUESTIONS; CHILDREN; USERS; TALK
AB The aim of this study was to examine the use and practices of handwriting-in-interaction by people with amyotrophic lateral sclerosis/motor neuron disease (ALS/MND). Handwriting has previously been described as a viable and practical means of augmentative and alternative communication, particularly for adults with acquired progressive dysarthria and intact upper limb control. To date, however, there is extremely limited evidence documenting how handwriting is used within a conversational context. The analysis in this paper features data from two people with ALS/MND in conversation at home with their spouses. It is shown how recipient animation of an authored written contribution is an important element of handwriting-in-interaction, particularly in how the recipient reveals his or her stance or reaction to whatever has been written.
C1 [Bloch, Steven] UCL, Dept Language & Commun, London, England.
[Clarke, Michael] UCL, Dept Dev Sci, London, England.
RP Bloch, S (reprint author), Dept Language & Commun, Chandler House,2 Wakefield St, London WC1N 1PF, England.
EM s.bloch@ucl.ac.uk
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NR 49
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PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 54
EP 67
DI 10.3109/07434618.2013.767497
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800005
PM 23521352
ER
PT J
AU Wilkinson, R
AF Wilkinson, Ray
TI Gestural Depiction in Acquired Language Disorders: On the Form and Use
of Iconic Gestures in Aphasic Talk-In-Interaction
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Iconic; Gesture; Aphasia; Depiction; Conversation analysis
ID ALTERNATIVE COMMUNICATION; LIMB APRAXIA; CONVERSATION; ORGANIZATION;
ACHIEVEMENT
AB This paper uses conversation analysis to investigate the form and use of iconic gestures by a man with severe Broca-type aphasia in interaction with his speech and language therapist. Deconstructing iconic gestures into the different types of methods used to produce them, the paper analyzes how these gestures can depict certain entities, such as actions or types of people, in ways that may be understandable to the recipient. It is also observed that these iconic gestures can constitute gestural contributions, which not only communicate certain semantic meanings, but also accomplish social actions, such as answering or repairing. The implications of this analysis for our understanding of compensatory behavior in aphasia, and of augmentative and alternative communication in social interaction more generally, are discussed.
C1 Univ Sheffield, Dept Human Commun Sci, Sheffield S10 2TA, S Yorkshire, England.
RP Wilkinson, R (reprint author), Univ Sheffield, Dept Human Commun Sci, 31 Claremont Crescent, Sheffield S10 2TA, S Yorkshire, England.
EM ray.wilkinson@sheffield.ac.uk
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NR 51
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 68
EP 82
DI 10.3109/07434618.2013.767558
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800006
PM 23521353
ER
PT J
AU Korkiakangas, TK
Rae, JP
AF Korkiakangas, Terhi K.
Rae, John P.
TI Gearing up to a New Activity: How Teachers use Object Adjustments to
Manage the Attention of Children with Autism
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Conversation analysis; Autism; Objects; Eye gaze; Joint attention;
Disengagement
ID JOINT ATTENTION; YOUNG-CHILDREN; COMMUNICATION; PARTICIPATION; BODY
AB Children with autism have characteristic difficulties with joint attention. In educational settings, this can present a challenge when directing a child's attention to new objects and activities. Drawing on videotaped interactions between teachers and two children with autism recorded in Finland, we use conversation analysis to examine how teachers manage such transitions during one-to-one teaching. We show how adjusting material objects can be used to manage the child's engagement and how these adjustments can escalate into more conspicuous actions so as to direct the child's attention. Rather than examining participants' use of communicational objects, we are instead concerned with practices that use task-related objects. We thereby offer an empirically grounded account of the interactional practices involved in achieving joint attention through the objects themselves.
C1 [Korkiakangas, Terhi K.; Rae, John P.] Univ Roehampton, Dept Psychol, London, England.
RP Korkiakangas, TK (reprint author), Univ London Imperial Coll Sci Technol & Med, Fac Med, Dept Surg & Canc, QEQM 10th Floor,South Wharf Rd, London W2 1NY, England.
EM t.korkiakangas@imperial.ac.uk
FU University of Roehampton, London
FX The work reported here is a part of Doctoral thesis by the first author,
funded by University of Roehampton, London. The paper was presented at
the tenth conference of the International Institute for Ethnomethodology
and Conversation Analysis, University of Fribourg, Fribourg,
Switzerland, July 10-14, 2011.
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NR 51
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2013
VL 29
IS 1
BP 83
EP 103
DI 10.3109/07434618.2013.767488
PG 21
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 113XD
UT WOS:000316701800007
PM 23521354
ER
PT J
AU Collier, B
Blackstone, SW
Taylor, A
AF Collier, Barbara
Blackstone, Sarah W.
Taylor, Andrew
TI Communication Access to Businesses and Organizations for People with
Complex Communication Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Communication access; Augmentative and alternative communication; Human
rights; Disability; Accessibility legislation
ID USE AUGMENTATIVE COMMUNICATION; ALTERNATIVE COMMUNICATION;
CEREBRAL-PALSY; ADULTS; PARTICIPATION; DISABILITIES; CHILDREN; APHASIA;
AAC; INTERVENTION
AB Human rights legislation and anti-discrimination and accessibility laws exist in many countries and through international conventions and treaties. To varying degrees, these laws protect the rights of people with disabilities to full and equal access to goods and services. Yet, the accessibility requirements of people with complex communication needs (CCN) are not well represented in the existing accessibility literature. This article describes the results of surveys completed by disability service providers and individuals with CCN due to cerebral palsy, developmental delay, and acquired disabilities. It identifies accessibility requirements for people with CCN for face-to-face communication; comprehension of spoken language; telephone communication; text and print-based communication; Internet, email, and social media interactions; and written communication. Recommendations are made for communication accessibility accommodations in regulations, guidelines, and practices.
C1 [Collier, Barbara] Augmentat Commun Community Partnerships Canada, Toronto, ON M3C 3Y5, Canada.
[Blackstone, Sarah W.] Augmentat Commun Inc, Monterey, CA USA.
[Taylor, Andrew] Taylor Newberry Consulting Inc, Guelph, ON, Canada.
RP Collier, B (reprint author), Augmentat Commun Community Partnerships Canada, 131 Barber Greene Rd, Toronto, ON M3C 3Y5, Canada.
EM barbara.collier@sympatico.ca
FU Government of Canada's Social Development Partnership Program-Disability
Component
FX This project was conducted by Augmentative Communication Community
Partnerships Canada and funded in part by the Government of Canada's
Social Development Partnership Program-Disability Component. The
opinions and interpretations expressed here do not necessarily reflect
those of the Government of Canada. This paper is partially based on a
presentation by the first author at the 14th Biennial Conference of the
International Society for Augmentative and Alternative Communication in
Barcelona, Spain, 2010 and a keynote address in Australia at AGOSCI,
2011. The authors wish to thank Dr Pat Mirenda for her editorial
assistance on this manuscript and all those who participated in the
surveys and educational resources.
CR Accessibility Directorate of Ontario, 2012, CUST SERV STAND
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NR 54
TC 8
Z9 8
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 205
EP 218
DI 10.3109/07434618.2012.732611
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300002
PM 23148525
ER
PT J
AU Fried-Oken, M
Rowland, C
Daniels, D
Dixon, M
Fuller, B
Mills, C
Noethe, G
Small, J
Still, K
Oken, B
AF Fried-Oken, Melanie
Rowland, Charity
Daniels, Darlene
Dixon, Mayling
Fuller, Bret
Mills, Carolyn
Noethe, Glory
Small, Jeon
Still, Kevin
Oken, Barry
TI AAC to Support Conversation in Persons with Moderate Alzheimer's Disease
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Alzheimer's disease; Dementia; Aided conversation
ID MEMORY AIDS; DEMENTIA; ADULTS; PREVALENCE; DIAGNOSIS; STATE
AB Even though we know that external memory aids support communication in Alzheimer's disease, the components of the communication aids for individuals with Alzheimer's disease have not been studied systematically. The goal of these two pilot experiments was to examine differences in conversational performance of adults with Alzheimer's disease related to the presence and absence of an aid, the type of symbol embedded in the aid, and the presence or absence of voice output. In Experiment 1, 30 adults with moderate-to-severe Alzheimer's disease participated in 10-min conversations with and without personalized AAC boards. There was no effect of AAC, regardless of symbol type, and a deleterious effect of voice output. In Experiment 2, modified spaced-retrieval training preceded conversations, standardized prompts were presented, and semantically-based dependent variables were examined. For the 11 participants in the second experiment, there was a significant effect of AAC, showing that the presence of AAC was associated with greater use of targeted words during personal conversations. We discuss new information about the contribution of AAC for persons with Alzheimer's disease, and demonstrate how the applied research process evolves over the course of a long-term commitment to a scientific investigation.
C1 [Fried-Oken, Melanie; Rowland, Charity; Daniels, Darlene; Dixon, Mayling; Mills, Carolyn; Noethe, Glory; Still, Kevin; Oken, Barry] Oregon Hlth & Sci Univ, Portland, OR 97207 USA.
[Fuller, Bret] Portland VA Med Ctr, Portland, OR USA.
[Small, Jeon] Univ Calif Berkeley, Berkeley, CA 94720 USA.
RP Fried-Oken, M (reprint author), Oregon Hlth & Sci Univ, POB 574, Portland, OR 97207 USA.
EM friedm@ohsu.edu
FU U.S. Department of Health and Human Services, National Institutes of
Health [R21 HD47754, P30 AG008017]; U.S. Department of Education,
National Institute on Disability and Rehabilitation Research
[H133G040176]; Oregon Tax Check-Off Alzheimer's Research Grant
FX We acknowledge support from the U.S. Department of Health and Human
Services, National Institutes of Health grant R21 HD47754 and P30
AG008017; the U.S. Department of Education, National Institute on
Disability and Rehabilitation Research grant H133G040176; and the 2004
Oregon Tax Check-Off Alzheimer's Research Grant. We thank the
participants and their caregivers for inviting us into their homes and
permitting us to document their conversations.
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NR 47
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 219
EP 231
DI 10.3109/07434618.2012.732610
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300003
PM 23256854
ER
PT J
AU McKelvey, M
Evans, DL
Kawai, N
Beukelman, D
AF McKelvey, Miechelle
Evans, David L.
Kawai, Norimune
Beukelman, David
TI Communication Styles of Persons with ALS as Recounted by Surviving
Partners
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Amyotrophic lateral sclerosis; Augmentative and alternative
communication
ID AAC; ADULTS
AB The purpose of this study was to describe the communication patterns of individuals with Amyotrophic Lateral Sclerosis (ALS) as reported from the surviving spouses' perspectives. Six surviving spouses of people with ALS participated in semi-structured interviews after the deaths of their partners. The interviews were transcribed and coded. Data analysis revealed four primary themes: communication styles, augmentative and alternative communication (AAC) use, decision-making, and lifestyle changes. Spouses described unique changes in communication styles as their partners began to use augmentative communication strategies and devices. AAC devices were described as essential for individuals with ALS with respect to decision making and maintaining social roles. Spouses stated the importance of adapting social activities in order to maintain involvement in the community as well as with family and friends.
C1 [McKelvey, Miechelle] Univ Nebraska, Dept Commun Disorders, Kearney, NE 68849 USA.
[Evans, David L.] Univ S Alabama, Dept Speech Pathol & Audiol, Mobile, AL 36688 USA.
[Kawai, Norimune] Hiroshima Univ, Ctr Special Needs Educ Res & Practice, Hiroshima, Japan.
[Beukelman, David] Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE USA.
RP McKelvey, M (reprint author), Univ Nebraska, Dept Commun Disorders, Coll Educ Bldg B141, Kearney, NE 68849 USA.
EM mckelveyml@unk.edu
FU Barkley Trust
FX All four authors contributed to the design, development, execution, data
analysis, and writing for this project. Miechelle McKelvey took lead
responsibility for organizing the findings into this final manuscript
form. The authors wish to thank the participants who shared their
stories, as well as Laura Ball and Susan Fager, who helped us contact
the participants. We also acknowledge the Barkley Trust for supporting
this project.
CR Balandin S, 2011, AUGMENT ALTERN COMM, V27, P227, DOI 10.3109/07434618.2011.630409
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NR 14
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 232
EP 242
DI 10.3109/07434618.2012.737023
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300004
PM 23256855
ER
PT J
AU Broberg, M
Ferm, U
Thunberg, G
AF Broberg, Malin
Ferm, Ulrika
Thunberg, Gunilla
TI Measuring Responsive Style in Parents who use AAC with their Children:
Development and Evaluation of a new Instrument
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Responsive communication; Augmentative and alternative communication;
Communicative disability; Communicative style; Instrument evaluation
ID COMPLEX COMMUNICATION NEEDS; AUTISM SPECTRUM DISORDER; MATERNAL
RESPONSIVITY; YOUNG-CHILDREN; INTELLECTUAL DISABILITIES; SPEECH
PRODUCTION; JOINT ATTENTION; INTERVENTION; LANGUAGE; PERCEPTIONS
AB The aim of this study was to develop and evaluate an instrument - the Responsive Augmentative and Alternative Communication Style (RAACS) scale Version 2 - to assess the communicative style of parents as they interact with their children using augmentative and alternative communication (AAC). This scale was used to analyze play interactions between 43 parents and 28 children with different diagnoses (including Down syndrome, autism, cerebral palsy, and intellectual disability), aged between 12 and 60 months. Parent-child interactions were observed both before and after parent participation in ComAlong, a training course on using responsive communication and AAC to support interaction with children. Based on an analysis of the results,Version 3 of the RAACS scale was developed and is recommended for future use. Analyses ofVersion 3 showed acceptable inter- and intra-coder reliability, and excellent internal consistency.
C1 [Broberg, Malin] Univ Gothenburg, Dept Psychol, S-45030 Gothenburg, Sweden.
RP Broberg, M (reprint author), Univ Gothenburg, Dept Psychol, Box 500, S-45030 Gothenburg, Sweden.
EM Malin.broberg@psy.gu.se
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NR 72
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 243
EP 253
DI 10.3109/07434618.2012.740686
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300005
PM 23256856
ER
PT J
AU Ballin, L
Balandin, S
Stancliffe, RJ
AF Ballin, Liora
Balandin, Susan
Stancliffe, Roger J.
TI The Speech-Generating Device (SGD) Mentoring Program: Training Adults
who use an SGD to Mentor
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Speech-generating
device (SGD); Mentor; Mentoring; Learning
ID USE AAC; ALTERNATIVE COMMUNICATION; LEARNING AAC; AIDED AAC; CHALLENGES;
CHILDREN; RECASTS; INTERVENTION; PRESCHOOLERS; TECHNOLOGIES
AB Mentoring in speech-generating device (SGD) use by adults who use SGDs offers the potential to improve new device learners' linguistic competence. This paper forms part of a larger study of mentoring among people who use SGDs. This paper investigates the effects of training adults who use SGDs in interaction strategies to enable them to fulfil a mentoring role. Mentors were taught to use open-ended questions, expansions, and recast sentences. Three mentors, aged 23-, 31-, and 54-years-old; and three mentees, aged 13-, 14-, and 32-years-old, participated in this study. A nonconcurrent multiple-baseline-across-participants design was used to assess the outcomes. Following the interaction strategies training, an increase in the number of strategies used in mentoring sessions occurred across all three mentors. These results provide preliminary evidence of SGD mentor training success. The SGD mentors learned the strategies and used them in mentoring sessions.
C1 [Ballin, Liora; Stancliffe, Roger J.] Univ Sydney, Fac Hlth Sci, Lidcombe, NSW 1825, Australia.
RP Ballin, L (reprint author), Univ Sydney, Fac Hlth Sci, POB 170, Lidcombe, NSW 1825, Australia.
EM bal6064@uni.sydney.edu.au
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NR 39
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 254
EP 265
DI 10.3109/07434618.2012.708880
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300006
PM 23256857
ER
PT J
AU Braddock, B
McDaniel, J
Spragge, S
Loncke, F
Braddock, SR
Carey, JC
AF Braddock, Barbara
McDaniel, Jena
Spragge, Sara
Loncke, Filip
Braddock, Stephen R.
Carey, John C.
TI Communication Ability in Persons with Trisomy 18 and Trisomy 13
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Trisomy 18; Trisomy 13; AAC; Gesture
ID CLINICAL CHARACTERISTICS; PRENATAL-DIAGNOSIS; NATURAL-HISTORY;
MEDICAL-CENTER; SURVIVAL; DISABILITIES; INDIVIDUALS; GESTURE
AB The purpose of this study was to assess communication abilities among a sample of 10 individuals with Trisomy 18 and Trisomy 13. These 10 individuals were diagnosed with Trisomy 18 (n = 8) or Trisomy 13 (n = 2) and had a mean age of 15.96 years. The sample consisted of one male and nine females. Caregivers completed a case history and reported on words and gestures understood and/or produced. Participants were also videotaped during communication temptation tasks. Auditory comprehension was reported to be higher than expressive language. No participant produced intelligible words or word approximations, yet most produced hand gestures. The process and results of these 10 cases point to a potentially promising approach for assessing communication abilities in individuals with Trisomy 18 and Trisomy 13.
C1 [Braddock, Barbara; Braddock, Stephen R.] St Louis Univ, Dept Pediat, St Louis, MO 63103 USA.
[McDaniel, Jena] Vanderbilt Univ, Dept Hearing & Speech Sci, Nashville, TN 37235 USA.
[Spragge, Sara] Childrens Hosp Philadelphia, Dept Commun Disorders, Philadelphia, PA USA.
[Loncke, Filip] Univ Virginia, Dept Human Sci, Charlottesville, VA 22903 USA.
[Carey, John C.] Univ Utah, Dept Pediat, Salt Lake City, UT 84112 USA.
RP Braddock, B (reprint author), St Louis Univ, Dept Pediat, St Louis, MO 63103 USA.
EM bbraddoc@slu.edu
FU Support Organization for Trisomy 18, 13, and Related Disorders (SOFT)
FX We would like to thank the participants and their families and the
Support Organization for Trisomy 18, 13, and Related Disorders (SOFT)
for their support of this work.
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NR 34
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 266
EP 277
DI 10.3109/07434618.2012.706637
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300007
PM 23256858
ER
PT J
AU Binger, C
Ball, L
Dietz, A
Kent-Walsh, J
Lasker, J
Lund, S
McKelvey, M
Quach, W
AF Binger, Cathy
Ball, Laura
Dietz, Aimee
Kent-Walsh, Jennifer
Lasker, Joanne
Lund, Shelley
McKelvey, Miechelle
Quach, Wendy
TI Personnel Roles in the AAC Assessment Process
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Assessment; Augmentative and alternative communication (AAC);
Evaluation; Funding
ID ALTERNATIVE COMMUNICATION; INDIVIDUALS; DISABILITIES; TECHNOLOGY;
OUTCOMES; ADULTS
AB Completing an augmentative and alternative communication (AAC) assessment is a complex process that involves many stakeholders and professionals. To help clarify professional roles and provide assessment guidelines, an AAC Assessment Personnel Framework was developed. This framework was adapted from the work of Beukelman, Ball, and Fager in 2008, which focused on general AAC needs (not just assessment) and concentrated specifically on adults. In contrast, the present model examines the assessment process for all individuals who require AAC. The following AAC assessment personnel are discussed: AAC finders, general practice SLPs, AAC clinical specialists, facilitators and communication partners, collaborating professionals, AAC research and policy specialists, manufacturers and vendors, funding agencies and personnel, and AAC/assistive technology agencies and personnel. Current barriers for successful assessment outcomes are discussed, and suggestions for addressing personnel-related barriers are explored.
C1 [Binger, Cathy] Univ New Mexico, Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
[Dietz, Aimee] Univ Cincinnati, Cincinnati, OH 45221 USA.
[Kent-Walsh, Jennifer] Univ Cent Florida, Orlando, FL 32816 USA.
[Lasker, Joanne] Emerson Coll, Boston, MA 02116 USA.
[Lund, Shelley] Univ Wisconsin, Madison, WI 53706 USA.
[McKelvey, Miechelle] Univ Nebraska Kearney, Kearneysville, WV USA.
[Quach, Wendy] San Jose State Univ, San Jose, CA 95192 USA.
RP Binger, C (reprint author), Univ New Mexico, Dept Speech & Hearing Sci, 1700 Lomas NE,MSCO1 1195,1 Univ New Mexico, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
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AAC-RERC, 2011, MOB DEV COMM APPS
AAC-RERC, 2012, OV HLTH BAS FUND PRO
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NR 37
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2012
VL 28
IS 4
BP 278
EP 288
DI 10.3109/07434618.2012.716079
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 077DO
UT WOS:000314008300008
PM 23256859
ER
PT J
AU Wilkinson, KM
Light, J
Drager, K
AF Wilkinson, Krista M.
Light, Janice
Drager, Kathryn
TI Considerations for the Composition of Visual Scene Displays: Potential
Contributions of Information from Visual and Cognitive Sciences
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aided AAC; Visual scene displays; Visual and cognitive sciences
ID AUTISM SPECTRUM DISORDER; SPEECH-LANGUAGE PATHOLOGISTS;
WILLIAMS-SYNDROME; AAC TECHNOLOGIES; JOINT ATTENTION; NATURAL SCENES;
AIDED AAC; DISABILITIES; CHILDREN; COMMUNICATION
AB Aided augmentative and alternative (AAC) interventions have been demonstrated to facilitate a variety of communication outcomes in persons with intellectual disabilities. Most aided AAC systems rely on a visual modality. When the medium for communication is visual, it seems likely that the effectiveness of intervention depends in part on the effectiveness and efficiency with which the information presented in the display can be perceived, identified, and extracted by communicators and their partners. Understanding of visual-cognitive processing - that is, how a user attends, perceives, and makes sense of the visual information on the display - therefore seems critical to designing effective aided AAC interventions. In this Forum Note, we discuss characteristics of one particular type of aided AAC display, that is, Visual Scene Displays (VSDs) as they may relate to user visual and cognitive processing. We consider three specific ways in which bodies of knowledge drawn from the visual cognitive sciences may be relevant to the composition of VSDs, with the understanding the direct research with children with complex communication needs is necessary to verify or refute our speculations.
C1 [Wilkinson, Krista M.; Light, Janice; Drager, Kathryn] Penn State Univ, University Pk, PA 16802 USA.
RP Wilkinson, KM (reprint author), Penn State Univ, 404-H Ford Bldg, University Pk, PA 16802 USA.
EM kmw22@psu.edu
FU Communication Enhancement Rehabilitation Engineering Research Center
(AAC_ RERC); National Institute on Disability and Rehabilitation
Research (NIDRR) [H133E030018]; National Institute of Child Health and
Human Development (NICHD) [P01 HD25995]
FX This research was supported in part through two grants: (1) the
Communication Enhancement Rehabilitation Engineering Research Center
(AAC_ RERC), a virtual research center that is funded by the National
Institute on Disability and Rehabilitation Research (NIDRR) under grant
H133E030018, and (2) grant # P01 HD25995 from the National Institute of
Child Health and Human Development (NICHD). The opinions contained in
this publication are those of the grantees and do not necessarily
reflect those of the granting agencies.
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NR 70
TC 19
Z9 19
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 137
EP 147
DI 10.3109/07434618.2012.704522
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800001
PM 22946989
ER
PT J
AU Dietz, A
Quach, W
Lund, SK
McKelvey, M
AF Dietz, Aimee
Quach, Wendy
Lund, Shelley K.
McKelvey, Miechelle
TI AAC Assessment and Clinical-Decision Making: The Impact of Experience
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Decision making; Practice
guidelines; Assessment; Speech-language pathologist
ID SPEECH-LANGUAGE PATHOLOGISTS; ALTERNATIVE COMMUNICATION; AUGMENTATIVE
COMMUNICATION; THERAPISTS; PROVISION; SUCCESS; ADULTS
AB People with complex communication needs often require a comprehensive augmentative and alternative communication (AAC) assessment to maximize participation in daily interactions. Assessment of AAC is a complex process and limited practice guidelines exist. The purpose of this qualitative study was to explore how 25 speech-language pathologists with varying levels of experience approach the AAC assessment process. Participants were classified as either (a) General Practice Speech-Language Pathologists (GPSLPs), (b) AAC Clinical Specialists (AAC-CS), or (c) AAC Research/Policy Specialists (AAC-RS). In-depth, semi-structured interviews were conducted to explore the participants' approach to AAC assessment. The results revealed that GPSLPs approach AAC assessment differently than the AAC-CS and AAC-RS; however, the Specialists reported a similar approach that may help guide the development of practice guidelines for AAC assessment.
C1 [Dietz, Aimee] Univ Cincinnati, Dept Commun Sci & Disorders, Cincinnati, OH 45267 USA.
[Quach, Wendy] San Jose State Univ, San Jose, CA 95192 USA.
[Lund, Shelley K.] Univ Wisconsin Milwaukee, Milwaukee, WI 53201 USA.
RP Dietz, A (reprint author), Univ Cincinnati, Dept Commun Sci & Disorders, 3202 Eden Ave, Cincinnati, OH 45267 USA.
EM aimee.dietz@uc.edu
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NR 34
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 148
EP 159
DI 10.3109/07434618.2012.704521
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800002
PM 22946990
ER
PT J
AU Barker, RM
Saunders, KJ
Brady, NC
AF Barker, R. Michael
Saunders, Kathryn J.
Brady, Nancy C.
TI Reading Instruction for Children who use AAC: Considerations in the
Pursuit of Generalizable Results
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Reading instruction; Phonological awareness; Augmentative and
alternative communication; Single-subject design; Assessment
ID COMPLEX COMMUNICATION NEEDS; ALTERNATIVE COMMUNICATION; AWARENESS
INSTRUCTION; PHONEMIC AWARENESS; SKILLS; INDIVIDUALS; DISABILITIES;
ABILITIES; LITERACY
AB Our purpose was to review evidence-based literacy instruction for children with severe speech impairment (SSI) who communicate with AAC. This review focuses on three issues important to researchers in this area: participant heterogeneity, assessment and instruction tasks, and research design. We found eight articles that reported attempts to teach phonological awareness and individual-word reading to a total of 26 children with SSI who used AAC. We evaluated these studies based on reporting of participant characteristics, assessment and instruction modifications, and the strength of research designs. We conclude by highlighting the need for standard assessments that can be used across studies, discussing strategies for facilitating meta-analyses, and suggesting the creation of an online database for researchers to share results on literacy instruction for this population.
C1 [Barker, R. Michael; Saunders, Kathryn J.; Brady, Nancy C.] Univ Kansas, Lawrence, KS 66045 USA.
RP Barker, RM (reprint author), 1000 Sunnyside Ave,Room 3017, Lawrence, KS 66045 USA.
EM rmbarker@ku.edu
FU NIH [T32 HD057844, P30 HD002528, P01 HD018955, R01 DC007684, R01
HD048528]
FX R. Michael Barker, Schiefelbusch Institute for Life Span Studies,
University of Kansas, United States; Kathryn J. Saunders, Schiefelbusch
Institute for Life Span Studies at Parsons, University of Kansas, United
States; Nancy C. Brady, Department of Speech-Language-Hearing: Sciences
and Disorders, University of Kansas, United States. This review was
written with the support of NIH grants T32 HD057844, P30 HD002528, P01
HD018955, R01 DC007684, and R01 HD048528, awarded to the University of
Kansas.
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Morris R. D., 2010, J LEARNING DISABILIT, P1, DOI [10.1177/00222194093554722010, DOI 10.1177/00222194093554722010]
National Institute of Child Health and Human Development, 2000, NIH PUBL, V00-4769
Notari-Syverson A., 1998, LADDERS LITERACY PRE
O'Toole T, 1998, LANG SPEECH HEAR SER, V29, P257
Shadish W. R., 2008, EVIDENCE BASED COMMU, V2, P188, DOI DOI 10.1080/17489530802581603
Snell ME, 2010, AJIDD-AM J INTELLECT, V115, P364, DOI 10.1352/1944-7558-115-5.364
Snow C. E., 1998, PREVENTING READING D
Truxler JE, 2007, AUGMENT ALTERN COMM, V23, P164, DOI 10.1080/07434610601151803
Vandervelden M., 1999, AUGMENTATIVE ALTERNA, V15, P191, DOI DOI 10.1080/07434619912331278725
Wagner R., 1999, COMPREHENSIVE TEST P
WAGNER RK, 1987, PSYCHOL BULL, V101, P192, DOI 10.1037//0033-2909.101.2.192
WAGNER RK, 1994, DEV PSYCHOL, V30, P73, DOI 10.1037//0012-1649.30.1.73
Walley A. C., 2003, READING WRITING INTE, V16, P5, DOI DOI 10.1023/A:1021789804977
Woodcock R. W., 1998, WOODCOCK READING MAS
NR 49
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 160
EP 170
DI 10.3109/07434618.2012.704523
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800003
ER
PT J
AU Delarosa, E
Horner, S
Eisenberg, C
Ball, L
Renzoni, AM
Ryan, SE
AF Delarosa, Elizabeth
Horner, Stephanie
Eisenberg, Casey
Ball, Laura
Renzoni, Anne Marie
Ryan, Stephen E.
TI Family Impact of Assistive Technology Scale: Development of a
Measurement Scale for Parents of Children with Complex Communication
Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication systems; Disabled children;
Outcome assessment; Reliability; Rehabilitation
ID QUALITY-OF-LIFE; DEVICE OUTCOMES; YOUNG-CHILDREN; CEREBRAL-PALSY;
RELIABILITY
AB Young people use augmentative and alternative communication (AAC) systems to meet their everyday communication needs. However, the successful integration of an AAC system into a child's life requires strong commitment and continuous support from parents and other family members. This article describes the development and evaluation of the Family Impact of Assistive Technology Scale for AAC Systems - a parent-report questionnaire intended to detect the impact of AAC systems on the lives of children with complex communication needs and their families. The study involved 179 parents and clinical experts to test the content and face validities of the questionnaire, demonstrate its internal reliability and stability over time, and estimate its convergent construct validity when compared to a standardized measure of family impact.
C1 [Ryan, Stephen E.] Bloorview Res Inst, Toronto, ON M4G 1R8, Canada.
[Delarosa, Elizabeth; Horner, Stephanie; Eisenberg, Casey; Ball, Laura; Ryan, Stephen E.] Univ Toronto, Dept Occupat Sci & Occupat Therapy, Toronto, ON M5S 1A1, Canada.
RP Ryan, SE (reprint author), Bloorview Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
EM sryan@hollandbloorview.ca
FU Canadian Institutes of Health Research (Institute of Human Development,
Child and Youth Health); Holland Bloorview Kids Rehabilitation Hospital
Foundation, Child Health BC; Child Youth Health Research Network
FX This article is partially based on a presentation at the Rehabilitation
Engineering and Assistive Technology Society of North America (RESNA)
Conference held in Toronto, Ontario in 2011. We are especially grateful
for the participation of parents and clinical experts who took part in
our research studies. We appreciated the support and involvement of our
research colleagues - Cynthia Tam, Kent Campbell, Mary-Beth
Sophianopoulos, Joan Walker, Michelle LaFrance, and Kathleen Walkey -
and clinical colleagues in the Communication and Writing Aids Service at
Holland Bloorview. We acknowledge the support of our funders including
the Canadian Institutes of Health Research (Institute of Human
Development, Child and Youth Health), Holland Bloorview Kids
Rehabilitation Hospital Foundation, Child Health BC, and the Child Youth
Health Research Network.
CR Angelo D., 1995, AUGMENTATIVE ALTERNA, V11, P193, DOI 10.1080/07434619512331277319
Angelo D. H., 2000, AUGMENTATIVE ALTERNA, V16, P37, DOI 10.1080/07434610012331278894
Bailey RL, 2006, LANG SPEECH HEAR SER, V37, P50, DOI 10.1044/0161-1461(2006/006)
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Lenker JA, 2005, ASSIST TECHNOL, V17, P7
McDougall J, 2010, DEV NEUROREHABIL, V13, P204, DOI 10.3109/17518421003620525
Ryan S, 2006, INT J REHABIL RES, V29, P195, DOI 10.1097/01.mrr.0000210051.94420.1b
Ryan SE, 2009, ARCH PHYS MED REHAB, V90, P27, DOI 10.1016/j.apmr.2008.07.011
Ryan SE, 2007, ARCH PHYS MED REHAB, V88, P1436, DOI 10.1016/j.apnir.2007.06.777
Scherer Marcia, 2007, Disabil Rehabil Assist Technol, V2, P1, DOI 10.1080/17483100600845414
Shepherd TA, 2009, AUGMENT ALTERN COMM, V25, P145, DOI 10.1080/07434610902996104
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Stein REK, 2003, J DEV BEHAV PEDIATR, V24, P9
Streiner D, 2003, HLTH MEASUREMENT SCA
World Health Organization, 2007, ICF CY INT CLASS FUN
World Health Organization (WHO), 2002, COMM LANG FUNCT DIS
NR 20
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 171
EP 180
DI 10.3109/07434618.2012.704525
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800004
PM 22946992
ER
PT J
AU Drager, KDR
Finke, EH
AF Drager, Kathryn D. R.
Finke, Erinn H.
TI Intelligibility of Children's Speech in Digitized Speech
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication (AAC); Speech output;
Digitized speech; Children; Intelligibility
ID DYSARTHRIA; SPEAKERS
AB The current investigation examined the intelligibility of digitized speech recorded from typically developing child speakers, ages 4, 5, 6, and 7 years, and reproduced on an augmentative and alternative communication (AAC) device with digitized speech output. The study used a between group design. Forty adults were asked to transcribe 120 words spoken by child speakers in one of the age groups, and presented on an AAC device with digitized speech output. The dependent variable was intelligibility (percent of words correctly identified) of the children's speech. Overall, the intelligibility of children's speech increases with the age of the child speaker. However, there was a lot of individual variation in the intelligibility of children's voices. There was no clear cut-off age, although the speech of some young children may not be sufficiently intelligible on an AAC device that uses digitized speech. Clinicians and parents choosing child speakers for AAC devices with digitized speech are cautioned to carefully consider the speakers used for recording digitized speech output and the characteristics of the speech of the individual speaker. Future research directions are discussed.
C1 [Drager, Kathryn D. R.] Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Drager, KDR (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 308 Ford Bldg, University Pk, PA 16802 USA.
EM kdd5@psu.edu
FU National Institute on Deafness and Other Communications Disorders
(NIDCD), National Institutes of Health (NIH) [5 R03 DC 006158- 02]
FX We are grateful to Jaime Catoggio, Lauren Kinley, Barb Roberts,
Jacqueline Rowland, Julie Spiker, and Amanda Wertheim for their
assistance with data collection. This work was supported by Grant Number
5 R03 DC 006158- 02 from the National Institute on Deafness and Other
Communications Disorders (NIDCD), National Institutes of Health (NIH),
awarded to the first author. Its contents are solely the responsibility
of the authors and do not necessarily represent the official views of
the NIH.
CR Blackstone S., 2007, AUGMENTATIVE COMMUNI, V19, P1
COPLAN J, 1988, PEDIATRICS, V82, P447
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Drager KDR, 2006, AM J SPEECH-LANG PAT, V15, P155, DOI 10.1044/1058-0360(2006/015)
Fenson L, 1993, MACARTHUR COMMUNICAT
Flipsen P, 2006, CLIN LINGUIST PHONET, V20, P303, DOI 10.1080/02699200400024863
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LINDBLOM B, 1990, AAC (Augmentative and Alternative Communication), V6, P220, DOI 10.1080/07434619012331275504
Mirenda P, 1987, AUGMENTATIVE ALTERNA, V3, P120, DOI 10.1080/07434618712331274399
MIRENDA P, 1990, AAC (Augmentative and Alternative Communication), V6, P61, DOI 10.1080/07434619012331275324
Pinkoski C.J., 2010, SYNTHESIZED SPEECH I
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SMIT AB, 1993, J SPEECH HEAR RES, V36, P533
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NR 17
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 181
EP 189
DI 10.3109/07434618.2012.704524
PG 9
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800005
PM 22946993
ER
PT J
AU Maeder, JM
Fager, S
Collins, K
Beukelman, DR
AF Maeder, Jillian McCarthy
Fager, Susan
Collins, Katie
Beukelman, David R.
TI Representation of Potential Communication Items in Medical Settings: An
Intervention Note
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Medical; Communication; Augmentative and alternative communication;
Rehabilitation
ID APHASIA
AB Current augmentative and alternative communication (AAC) devices require individuals in medical settings to spell, locate symbols or phrases, or use non-verbal communication to express health and personal information to family and medical staff. The purpose of this initial investigation was to examine the type (personal, family, staff, procedural, or health status), form or representation and frequency of items that could be used to represent communication content for people in inpatient rehabilitation settings. Results revealed that potential communication items within the personal or procedural categories were consistently represented in participants' rooms. Information related to medical staff was the least consistently represented and appeared to change frequently. The use of items to support the communication of patients with unmet communication needs is discussed.
C1 [Maeder, Jillian McCarthy] Univ Tennessee, Hlth Sci Ctr, Knoxville, TN 37996 USA.
[Collins, Katie; Beukelman, David R.] Univ Nebraska Lincoln, Lincoln, NE USA.
RP Maeder, JM (reprint author), Univ Tennessee, Hlth Sci Ctr, 527 S Stadium Hall, Knoxville, TN 37996 USA.
EM jmccar21@uthsc.edu
FU Rehabilitation Engineering Research Center on Communication Enhancement
(AAC-RERC) from the National Institute on Disability and Rehabilitation
Research (NIDRR) [H133E080011]
FX This project was funded in part by the Rehabilitation Engineering
Research Center on Communication Enhancement (AAC-RERC) under grant
#H133E080011 from the National Institute on Disability and
Rehabilitation Research (NIDRR) in the U. S. Department of Education's
Office of Special Education and Rehabilitative Services (OSERS). The
authors wish to thank the patients in the Rehabilitation Center and
Long-term Care Hospital within the Madonna Rehabilitation Hospital for
their support of this investigation.
CR Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
Creswell J., 2002, ED RES PLANNING COND, P256
Fager S., 2007, AUGMENTATIVE COMMUNI, P131
Fager S, 2006, AUGMENT ALTERN COMM, V22, P37, DOI 10.1080/07434610500243990
Fried-Oken M., 1992, J HEAD TRAUMA REHAB, V7, P46
Garrett K, 2007, AUGMENTATIVE COMMUNI, P17
Hurtig R., 2009, AUGMENTATIVE ALTERNA
McKelvey ML, 2007, J MED SPEECH-LANG PA, V15, P305
McKelvey ML, 2010, AM J SPEECH-LANG PAT, V19, P22, DOI 10.1044/1058-0360(2009/08-0021)
NR 9
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2012
VL 28
IS 3
BP 190
EP 196
DI 10.3109/07434618.2012.704526
PG 7
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 000TX
UT WOS:000308412800006
PM 22946994
ER
PT J
AU Rajaram, P
Alant, E
Dada, S
AF Rajaram, Priya
Alant, Erna
Dada, Shakila
TI Application of the Self-Generation Effect to the Learning of Blissymbols
by Persons Presenting with a Severe Aphasia
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Self-generation effect; Severe aphasia; Blissymbol learning
ID LEXICAL ACTIVATION HYPOTHESIS; SEMANTIC-MEMORY; ALZHEIMER-TYPE;
MULTIPLE-SCLEROSIS; DEMENTIA; WORDS; PICTURES; COMMUNICATION;
CONSEQUENCES; SENTENCES
AB This study investigated the application of the self-generation effect to enhance the recognition and retention of Blissymbols in persons with severe aphasia. A 2 x 2 x 3 factorial design of two treatment types (self-generation and non-generation) was used to teach two sets of Blissymbols. These were administered during 3 training days, between which were withdrawal periods of 1 day and 7 days. Recognition and retention probes were administered at intervals during the training. ANOVA analysis showed that the self-generation treatment produced no immediate recognition advantage; however, better retention of symbol recognition may have occurred over time. Hence, the potential application of the self-generation effect in enhancing the retention of Blissymbols in persons with severe aphasia may warrant further investigation.
C1 [Rajaram, Priya; Alant, Erna; Dada, Shakila] Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
[Alant, Erna] Indiana Univ, Bloomington, IN USA.
RP Rajaram, P (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM priyavtrust@yahoo.com
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NR 38
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 64
EP 73
DI 10.3109/07434618.2011.653603
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200002
PM 22670725
ER
PT J
AU Flores, M
Musgrove, K
Renner, S
Hinton, V
Strozier, S
Franklin, S
Hil, D
AF Flores, Margaret
Musgrove, Kate
Renner, Scott
Hinton, Vanessa
Strozier, Shaunita
Franklin, Susan
Hil, Doris
TI A Comparison of Communication Using the Apple iPad and a Picture-based
System
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE iPad; Augmentative and alternative communication; Communication
intervention; Developmental disabilities
ID ALTERNATIVE COMMUNICATION; YOUNG-CHILDREN; AUTISM; EXCHANGE; SPEECH;
PECS; DISABILITIES; ACQUISITION; BEHAVIOR; AID
AB Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad (TM) as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed; communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.
C1 [Flores, Margaret] Auburn Univ, Haley Ctr 2084, Auburn Univ Special Educ Rehabil Counseling, Auburn, AL 36849 USA.
RP Flores, M (reprint author), Auburn Univ, Haley Ctr 2084, Auburn Univ Special Educ Rehabil Counseling, Auburn, AL 36849 USA.
EM mmf0010@auburn.edu
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Hammill D. D., 2008, TEST LANGUAGE DEV IN, V4th
Kagohara D. M., 2010, CLIN CASE STUDIES, V9, P328, DOI DOI 10.1177/1534650110379633
Kennedy C, 2005, SINGLE CASE DESIGNS
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Simpson R. L., 2005, AUTISM SPECTRUM DISO
Son Seung-Hyun, 2006, Pediatr Rehabil, V9, P389, DOI 10.1080/13638490500519984
Trottier N, 2011, AUGMENT ALTERN COMM, V27, P26, DOI 10.3109/07434618.2010.546810
NR 25
TC 29
Z9 29
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 74
EP 84
DI 10.3109/07434618.2011.644579
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200003
PM 22263895
ER
PT J
AU Costigan, FA
Light, JC
Newell, KM
AF Costigan, F. Aileen
Light, Janice C.
Newell, Karl M.
TI Factors Affecting Computer Mouse Use for Young Children: Implications
for AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative communication; Children; Computer access; Motor control
ID PRESCHOOL-CHILDREN; 3-YEAR-OLD CHILDREN; COMMUNICATION; MOVEMENT; ADULTS
AB More than 12% of preschoolers receiving special education services have complex communication needs, including increasing numbers of children who do not have significant motor impairments (e. g., children with autism spectrum disorders, Down syndrome, etc.). In order to meet their diverse communication needs (e. g., face-to-face, written, Internet, telecommunication), these children may use mainstream technologies accessed via the mouse, yet little is known about factors that affect the mouse performance of young children. This study used a mixed factorial design to investigate the effects of age, target size, and angle of approach on accuracy and time required for accurate target selection with a mouse for 20 3-year-old and 20 4-year-old children. The 4-year-olds were generally more accurate and faster than the 3-year-olds. Target size and angle mediated differences in performance within age groups. The 3-year-olds were more accurate and faster in selecting the medium and large targets relative to the small target, were faster in selecting the large relative to the medium target, and were faster in selecting targets along the vertical relative to the diagonal angle. The 4-year-olds were faster in selecting the medium and large targets relative to the small target. Implications for improving access to AAC include the preliminary suggestion of age-related threshold target sizes that support sufficient accuracy, the possibility of efficiency benefits when target size is increased up to an age-related threshold, and identification of the potential utility of the vertical angle as a context for training navigational input device use.
C1 [Costigan, F. Aileen; Light, Janice C.; Newell, Karl M.] Penn State Univ, University Pk, PA 16802 USA.
RP Costigan, FA (reprint author), McMaster Univ, Sch Rehabil Sci, 1280 Main St W,MDCL 2235, Hamilton, ON L8S 4K1, Canada.
EM aileencostigan@yahoo.ca
FU Canadian Occupational Therapy Foundation
FX The authors are grateful to Dr Kathryn Drager, Dr Carol Miller, and Tim
Benner for their input. This work was completed in partial fulfillment
of the requirements for the degree of Doctor of Philosophy for F. Aileen
Costigan and was supported in part by the Canadian Occupational Therapy
Foundation.
CR AAC-RERC Rehabilitation Engineering Research Center on Communication Enhancement, 2011, AAC RERC WHIT PAP MO
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NR 41
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 85
EP 95
DI 10.3109/07434618.2012.679235
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200004
PM 22670726
ER
PT J
AU Boyer, C
Trudeau, N
Suton, A
AF Boyer, Catherine
Trudeau, Natacha
Suton, Ann
TI Performance of Children with Typical Development When Reading and
Interpreting Graphic-Symbol Sequences
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Graphic symbols; Symbol sequences; Syntax; Verb forms
ID USE AAC; LANGUAGE; UTTERANCES; COMMUNICATION; COMBINATIONS; ACQUISITION;
CONTEXT; DELAYS; ORDER
AB In order to understand a sequence of graphic symbols as sentences, one must not only recognize the meaning of individual symbols but also integrate their meaning together. In this study children without disabilities were asked to perform two tasks that presented sequences of graphics as stimuli but that differed in the need to treat the symbols as a sentence (i.e., with evidence of relationships among the individual symbols): a "reading" task (transpose the symbol sequence into speech), and an act-out task (demonstrate the meaning of the symbol sequences using puppets). The participants, aged 3 (n = 18), 4 (n = 36), 5 (n = 27), and 6 (n = 23) years, all succeeded on the reading task, but the younger groups were much less successful than the older groups on the act-out task. The children were more likely to pass the act-out task if they used conjugated rather than infinitive verb forms in their spoken responses on the reading task. In the younger age groups, children who used conjugated verb forms had higher receptive vocabulary scores. The findings suggest that being able to reproduce a sequence of symbols does not guarantee that the symbols are treated as a sentence. The inclusion in the study of children who were able to respond using speech, permitted observation of two types of responses (conjugated versus infinitive verb forms) that revealed different levels of understanding of graphic symbol sequences.
C1 [Suton, Ann] Univ Ottawa, Ecole Sci Readaptat, Ottawa, ON K1H 8M5, Canada.
[Boyer, Catherine; Trudeau, Natacha] Univ Montreal, Montreal, PQ, Canada.
RP Suton, A (reprint author), Univ Ottawa, Ecole Sci Readaptat, 451 Smyth Rd 3071, Ottawa, ON K1H 8M5, Canada.
EM asutton@uottawa.ca
FU Social Sciences and Humanities Research Council of Canada
FX This research was funded by the Social Sciences and Humanities Research
Council of Canada (grant awarded to the second and third authors). The
manuscript is based on a study conducted by the first author as part of
an undergraduate research project under the direction of the second and
third authors.
CR Alant Erna, 2007, S Afr J Commun Disord, V54, P105
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NR 35
TC 4
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PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 96
EP 105
DI 10.3109/07434618.2012.679236
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200005
PM 22670727
ER
PT J
AU Rackensperger, T
AF Rackensperger, Tracy
TI Family Influences and Academic Success: The Perceptions of Individuals
Using AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Academic success; Family involvement; Secondary education; AAC;
Disability
ID ALTERNATIVE COMMUNICATION; DEVELOPMENTAL-DISABILITIES;
SELF-DETERMINATION; CHILDS DISABILITY; YOUNG-CHILDREN; SCHOOL;
ACHIEVEMENT; ADOLESCENTS; STUDENTS; MOTHERS
AB Positive family influences have a significant impact on addressing school barriers to academic success for students from socially disadvantaged backgrounds. Due to inequities and attitudes toward people with complex communication needs, positive family influences may be critical in the academic success of students using AAC. This study asked the following question of eight United States high school graduates who have used augmentative and alternative communication (AAC): How do family influences positively affect the ability of students who use AAC to succeed in the secondary academic environment? Five themes emerged from the qualitative analysis of participants' narratives: (a) the impact of the family in seeking appropriate education, (b) homework as a challenge that was made easier through the involvement of the family, (c) the role of the family in communicating the importance of education, (d) mothers as driving forces of support, and (e) family encouragement for self-determination. This research allows families and schools to recognize the needs of students and to take action to meet them. It identifies the needs of families and schools in establishing relationships with each other, in terms of supporting requirements for accommodation, learning, motivation, and self-determination of students with complex commmunication needs.
C1 Univ Georgia, Inst Human Dev & Disabil, Publ Serv Fac, Athens, GA 30605 USA.
RP Rackensperger, T (reprint author), Univ Georgia, Inst Human Dev & Disabil, Publ Serv Fac, 850 Coll Stn Rd, Athens, GA 30605 USA.
EM trackensperger@ihdd.uga.edu
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Yin RK, 1994, CASE STUDY RES DESIG, V2nd
NR 57
TC 2
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PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 106
EP 116
DI 10.3109/07434618.2012.677957
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200006
PM 22670728
ER
PT J
AU Finke, EH
Quinn, E
AF Finke, Erinn H.
Quinn, Emily
TI Perceptions of Communication Style and Influences on Intervention
Practices for Young Children with AAC Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Young children; Augmentative and alternative communication;
Communication style; Intervention; Speech-language pathologists;
Decision making
ID ALTERNATIVE COMMUNICATION; INDIVIDUALS
AB The current study was designed to determine whether SLP perceptions of communication style (passive or active) affect their intervention planning and decision making for young children who require augmentative and alternative communication (AAC). A second goal was to determine whether SLPs who work with young children who use AAC target goals in intervention that promote and/or maintain an active communication style. An original survey was designed for the study. The SLP participants were asked to provide information about the design of AAC systems and the communicative opportunities made available to young children with AAC needs. Participants were recruited through email and were asked to respond to a Web-based survey. Eighty-nine preschool SLPs practicing in 20 states across the United States responded to the survey. Results indicated that many of the SLPs classified young children with AAC needs they have worked with as passive communicators. Furthermore, the SLPs reported differences in their intervention practices for children with AAC needs whom they considered active and passive communicators. The return rate for participants was small, and it is difficult to generalize the results. However, it appears that more emphasis needs to be placed on providing interventions that target communication skills that young children who use AAC need in order to be active communicators and to participate fully in their natural contexts.
C1 [Finke, Erinn H.] Penn State Univ, University Pk, PA 16802 USA.
[Quinn, Emily] Univ Utah, Salt Lake City, UT USA.
RP Finke, EH (reprint author), Penn State Univ, 308 Ford Bldg, University Pk, PA 16802 USA.
EM enh109@psu.edu
CR Basil Carmen, 1992, AAC (Augmentative and Alternative Communication), V8, P188, DOI 10.1080/07434619212331276183
Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
Binger C, 2006, LANG SPEECH HEAR SER, V37, P200, DOI 10.1044/0161-1461(2006/022)
Bloom L, 1978, LANGUAGE DEV LANGUAG
Bondy A. S., 1994, FOCUS AUTISTIC BEHAV, V9, P1, DOI DOI 10.1177/108835769400900301
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CRESS C., 2002, EXEMPLARY PRACTICES, P219
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Girolametto L., 1997, AM J SPEECH-LANG PAT, V6, P25
Hunt P., 2009, PRACTICALLY SPEAKING, P247
Johnson J., 2005, PLAY DEV EARLY ED
Light J., 1997, AUGMENTATIVE ALTERNA, V13, P61, DOI 10.1080/07434619712331277848
Light J., 2003, COMMUNICATIVE COMPET, P36
Light J., 1997, AUGMENTATIVE ALTERNA, V13, P158, DOI 10.1080/07434619712331277978
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Light JC, 1999, J SPEECH LANG HEAR R, V42, P241
Light JC, 1998, BUILDING COMMUNICATI
McCarthy J, 2005, AUGMENT ALTERN COMM, V21, P41, DOI 10.1080/07434640410001699753
Nelson N. W., 1993, CHILDHOOD LANGUAGE D
NR 24
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 117
EP 126
DI 10.3109/07434618.2012.677959
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200007
PM 22670729
ER
PT J
AU McDougall, S
Vessoyan, K
Duncan, B
AF McDougall, Stacy
Vessoyan, Kelli
Duncan, Brent
TI Traditional Versus Computerized Presentation and Response Methods on a
Structured AAC Assessment Tool
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Assessment; Physical access;
Computer; Research-informed practice
ID LANGUAGE
AB This pilot investigation compared participants' performance using traditional versus computerized presentation and response methods on a subtest of the Test of Aided-Symbol Performance (TM) (TASP). Participants were between 6 years and 21 years of age and were using some form of augmentative and alternative communication (AAC). Investigators used a within-subject crossover design, with participants randomly assigned to the administration condition they experienced first. Two months later, participants experienced the second condition. Results showed no significant difference in performance regardless of the administration condition, which supported the investigators' hypothesis. Accepting computerized presentation and response methods for the TASP would allow this measure to be used more broadly and expand the current methods of confidently evaluating options for AAC recommendations.
C1 [McDougall, Stacy; Vessoyan, Kelli] Thames Valley Childrens Ctr, Augmentat Commun Serv, London, ON N6C 5Y6, Canada.
[McDougall, Stacy] Thames Valley Childrens Ctr, Autism Program, London, ON N6C 5Y6, Canada.
RP McDougall, S (reprint author), Thames Valley Childrens Ctr, Augmentat Commun Serv, 779 BaseLine Rd E, London, ON N6C 5Y6, Canada.
EM stacy.mcdougall@tvcc.on.ca
FU management team at the Thames Valley Children's Centre
FX This paper is partially based on a presentation at the 14th Biennial
Conference of the International Society for Augmentative and Alternative
Communication in Barcelona, Spain, 2010. The authors would like to thank
Joan Bruno for originally developing the Test of Aided-Symbol
Communication, and in conjunction with DynaVox Mayer-Johnson, for
granting permission for the use of the test in this study. In addition,
the authors would like to thank the management team at the Thames Valley
Children's Centre for their support of this study and our colleagues for
their valuable suggestions on improving the quality of this manuscript.
CR American Educational Research Association American Psychological Association & National Council on Measurement in Education, 1999, STAND ED PSYCH TEST
Beukelman D., 1991, AUGMENTATIVE ALTERNA, V7, P2, DOI 10.1080/07434619112331275633
Bristow D., 1988, 5 BIENN C INT SOC AU
Bruno J., 2006, TEST AIDED COMMUNICA
Bruno J., 2007, ANN C AM SPEECH LANG
CTB/McGraw-Hill, 2003, COMP BAS ONL ADM PAP
Dunn L. M., 1981, PEABODY PICTURE VOCA
Geytenbeek JJM, 2010, AUGMENT ALTERN COMM, V26, P97, DOI 10.3109/07434618.2010.482445
Haaf R, 1999, LANG SPEECH HEAR SER, V30, P68
King G., 2000, RETHINKING USE RES K
Mason R. L., 2003, STAT DESIGN ANAL EXP
McFadd E, 2010, AUGMENT ALTERN COMM, V26, P136, DOI 10.3109/07434618.2010.481089
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NR 20
TC 1
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2012
VL 28
IS 2
BP 127
EP 135
DI 10.3109/07434618.2012.677958
PG 9
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 953OV
UT WOS:000304880200008
PM 22670730
ER
PT J
AU Simeonson, RJ
Bjorck-Akesson, E
Lollar, DJ
AF Simeonson, Rune J.
Bjorck-Akesson, Eva
Lollar, Donald J.
TI Communication, Disability, and the ICF-CY
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE ICF-CY; Communication; Children; AAC
ID LONG-TERM OUTCOMES; INTERNATIONAL CLASSIFICATION; ALTERNATIVE
COMMUNICATION; CHILDREN; HEALTH; INDIVIDUALS; AAC
AB The child's interactions with persons in the proximal environment constitute the context for development of communication. Within early close relationships, the child acquires communication skills; developmental outcomes are defined by the continuous dynamic interactions of the child, the experiences provided by the family and close environment, and the use of different means of augmentative and alternative communication (AAC). Communication problems manifest in a variety of ways and at different levels of severity. The nature of problems differs as a function of the child's age and diagnosed condition, the communication skills of interaction partners, and the availability of communication aids. The focus for assessment and intervention may be the child, the family, the close environment and/or the interactions between them. Clarifying these varied functions and environmental factors is crucial for appropriate assessment and provision of augmentative and alternative communication (AAC) interventions. This paper reviews issues in assessment and intervention for children in need of AAC and presents the World Health Organizations' (WHO) International Classification of Functioning, Disability and Health version for Children and Youth (ICF-CY) as a tool to enhance assessment and intervention in the AAC field.
C1 [Simeonson, Rune J.] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA.
[Bjorck-Akesson, Eva] Jonkoping Univ, Jonkoping, Sweden.
Oregon Hlth & Sci Univ, Portland, OR 97201 USA.
RP Simeonson, RJ (reprint author), Univ N Carolina, Sch Educ, CB 3500,Peabody Hall, Chapel Hill, NC 27599 USA.
EM rjsimeon@email.unc.edu
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NR 40
TC 11
Z9 11
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 3
EP 10
DI 10.3109/07434618.2011.653829
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300002
PM 22364533
ER
PT J
AU Pless, M
Granlund, M
AF Pless, Mia
Granlund, Mats
TI Implementation of the International Classification of Functioning,
Disability and Health (ICF) and the ICF Children and Youth Version
(ICF-CY) Within the Context of Augmentative and Alternative
Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE ICF; ICF-CY; Inservice training; Augmentative and alternative
communication
ID COMMON LANGUAGE; AAC; ORGANIZATIONS; TOOL; RECOMMENDATIONS; INFORMATION;
INNOVATIONS; CLINICIAN; OUTCOMES; SPEECH
AB he purpose of this article is to discuss the implementation of the International Classification of Functioning, Disability and Health (ICF), and the ICF version for Children and Youth (ICF-CY), within the context of augmentative and alternative communication (AAC). First, the use of the ICF and the ICF-CY in AAC research is analyzed. Second, examples of training and implementation of ICF from other contexts besides AAC are provided. Finally, we synthesize data to provide directions for future implementation of the ICF and ICF-CY in the field of AAC. We conclude that, within AAC, organizational routines and intervention documents need to be adapted to the universal language and classification framework of the ICF and ICF-CY. Furthermore, examples are needed to demonstrate how factors affect implementation at organizational and individual levels.
C1 [Pless, Mia] Uppsala Univ, Uppsala, Sweden.
[Granlund, Mats] Jonkoping Univ, Jonkoping, Sweden.
RP Pless, M (reprint author), Uppsala Univ Publ Hlth & Caring Sci, Box 256, S-75105 Uppsala, Sweden.
EM mia.pless@telia.com
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NR 60
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 11
EP 20
DI 10.3109/07434618.2011.654263
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300003
PM 22364534
ER
PT J
AU Rowland, C
Fried-Oken, M
Steiner, SAM
Lollar, D
Phelps, R
Simeonson, RJ
Granlund, M
AF Rowland, Charity
Fried-Oken, Melanie
Steiner, Sandra A. M.
Lollar, Donald
Phelps, Randall
Simeonson, Rune J.
Granlund, Mats
TI Developing the ICF-CY for AAC Profile and Code Set for Children Who Rely
on AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Children; Complex
communication needs; ICF-CY; Disabilities; Educational profile
ID SPEECH-LANGUAGE PATHOLOGY; INTERNATIONAL CLASSIFICATION; CORE SETS;
ALTERNATIVE COMMUNICATION; DISABILITY; HEALTH; RELIABILITY;
PARTICIPATION; INDIVIDUALS; STUDENTS
AB We describe the ICF-CY for AAC Profile, a tool to integrate information about the multiple factors affecting communication skill development and use in school-aged children with complex communication needs. The Profile uses the World Health Organization's International Classification of Functioning, Disability and Health - Children & Youth Version (WHO, 2007) as its framework. We propose that the ICF-CY for AAC Profile constitutes a code set for AAC users and discuss the iterative process of code-set development. The Profile is one component of a proposed process to guide the development of educational goals for children in Grades kindergarten-12 who currently or potentially rely on AAC.
C1 [Rowland, Charity] Oregon Hlth & Sci Univ, Child Dev & Rehabil Ctr, Portland, OR 97239 USA.
[Simeonson, Rune J.] Univ N Carolina, Chapel Hill, NC USA.
[Granlund, Mats] Jonkoping Univ, Jonkoping, Sweden.
RP Rowland, C (reprint author), Oregon Hlth & Sci Univ, Child Dev & Rehabil Ctr, 707 SW Gaines St, Portland, OR 97239 USA.
EM rowlandc@ohsu.edu
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NR 40
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 21
EP 32
DI 10.3109/07434618.2012.654510
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300004
PM 22364535
ER
PT J
AU Raghavendra, P
Olsson, C
Sampson, J
McInerney, R
Connell, T
AF Raghavendra, Parimala
Olsson, Catherine
Sampson, Janelle
McInerney, Rachael
Connell, Timothy
TI School Participation and Social Networks of Children with Complex
Communication Needs, Physical Disabilities, and Typically Developing
Peers
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE School participation; Social networks; Children; Adolescents; Complex
communication needs; Physical disabilities; Peers
ID CEREBRAL-PALSY; STUDENTS
AB The aim of the study was to describe and compare the school participation and social networks of children with physical disabilities and complex communication needs (Group CCN), children with physical disabilities only (Group PD), and children with typical development (Group TD). The 39 participants, 10-15 years of age, were observed for 4 hours at school. School staff and the parent and/or child provided information on children's social networks. A striking observation was that, while participants in Group TD continuously conversed and socialized with peers inside and outside classrooms; those in Group CCN rarely used aided AAC, were provided with limited communication opportunities at school, and had fewer acquaintances and friends. Findings warrant intervention at the participation level at school and in the community.
C1 [Raghavendra, Parimala] Flinders Univ S Australia, Fac Hlth Sci, Adelaide, SA 5001, Australia.
[Raghavendra, Parimala; Olsson, Catherine; Sampson, Janelle; McInerney, Rachael] Novita Childrens Serv, Adelaide, SA, Australia.
[Connell, Timothy] Dept Communities & Social Inclus Disabil Serv, Adelaide, SA, Australia.
RP Raghavendra, P (reprint author), Flinders Univ S Australia, Fac Hlth Sci, GPO Box 2100, Adelaide, SA 5001, Australia.
EM parimala.raghavendra@flinders.edu.au
FU Channel 7 Children's Research Foundation of South Australia
FX This study was funded by the Channel 7 Children's Research Foundation of
South Australia. The authors wish to thank the children, families,
teachers, classroom aides and school principals for their participation.
Parts of the study were presented at the 2008 and 2010 International
Society for Augmentative and Alternative Communication conferences held
in Montreal and Barcelona.
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World Health Organisation, 2001, INT CLASS FUNCT DIS
World Health Organization (WHO), 2007, INT CLASS FUNCT DIS
NR 28
TC 9
Z9 9
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 33
EP 43
DI 10.3109/07434618.2011.653604
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300005
PM 22364536
ER
PT J
AU Clarke, M
Newton, C
Petrides, K
Griffiths, T
Lysley, A
Price, K
AF Clarke, Michael
Newton, Caroline
Petrides, Konstantinos
Griffiths, Tom
Lysley, Andrew
Price, Katie
TI An Examination of Relations Between Participation, Communication and Age
in Children with Complex Communication Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Children; Complex
communication needs; Communication aids; Speech; Participation
ID CEREBRAL-PALSY; PHYSICAL-DISABILITIES; LEISURE ACTIVITIES; RESPONSE
CATEGORIES; DISABLED-CHILDREN; CLASSIFICATION; RELIABILITY; CHALLENGES;
RECREATION; ENJOYMENT
AB The aim of this study was to examine variation in the frequency of children's participation in out-of-school activities as a function of speech intelligibility, perceived effectiveness of the child's communication aid, and age. Sixty-nine caregivers of children with complex communication needs provided with communication aids completed a questionnaire survey. Rate of participation was higher for younger than for older children, particularly in recreational activities. Younger children with partial intelligibility participated more frequently in recreational and social activities than both younger children without speech and older children. Results and limitations are discussed within the context of participation research in childhood disability, highlighting the impact of communicative resources and maturation on everyday participation.
C1 [Clarke, Michael; Newton, Caroline; Petrides, Konstantinos] UCL, London WC1N 1PF, England.
[Griffiths, Tom; Price, Katie] Great Ormond St Hosp Sick Children, London, England.
[Lysley, Andrew] ACE Ctr, Oxford, England.
RP Clarke, M (reprint author), UCL, Chandler House,2 Wakefield St, London WC1N 1PF, England.
EM m.clarke@ucl.ac.uk
CR Adolfsson M, 2011, DISABIL REHABIL, V33, P1230, DOI 10.3109/09638288.2010.526163
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World Health Organisation, 2001, INT CLASS FUNCT DIS
World Health Organization (WHO), 2007, INT CLASS FUNCT DIS
NR 36
TC 8
Z9 8
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 44
EP 51
DI 10.3109/07434618.2011.653605
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300006
PM 22364537
ER
PT J
AU Murphy, J
Boa, S
AF Murphy, Joan
Boa, Sally
TI Using the WHO-ICF with Talking Mats to Enable Adults with Long-term
Communication Difficulties to Participate in Goal Setting
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Rehabilitation; Goal setting; WHO-ICF; Talking Mats; Adults with
long-term conditions
ID INTERNATIONAL CLASSIFICATION; STROKE PATIENT; REHABILITATION;
DISABILITY; HEALTH; MEDICINE; PEOPLE; MODEL; TOOL
AB The World Health Organization International Classification of Functioning, Disability and Health (WHO-ICF) provides a framework that helps rehabilitation staff to take a holistic view of the patient. However, it is used predominantly by professionals rather than by active participation on behalf of the person with the disability. In addition, the language used within the framework can be difficult for patients to understand. In order to address these issues the Activities and Participation section of the ICF has been adapted by using graphic symbols. It has been used in conjunction with Talking Mats (TM)(1), a low-tech communication framework, to help adults with long-term conditions participate in goal setting. This paper describes how this was done and provides examples from clinical practice. The paper discusses how this combined framework can empower people with communication difficulties and long-term conditions to become active participants in the rehabilitation process by identifying their own goals, indicating changing priorities and tracking their progress.
C1 [Murphy, Joan] Univ Stirling, Talking Mats Ctr, Stirling FK94NF, Scotland.
[Boa, Sally] NHS Forth Valley, Stirling, Scotland.
RP Murphy, J (reprint author), Univ Stirling, Talking Mats Ctr, Stirling FK94NF, Scotland.
EM joan@talkingmats.com
FU NHS Forth Valley
FX We would like to thank members of the Rehabilitation Team who were
involved in the adaptation of the ICF for use with the Talking Mats
framework and to NHS Forth Valley for their support. Special thanks to
the patients who gave us permission to describe their experiences.
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NR 60
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2012
VL 28
IS 1
BP 52
EP 60
DI 10.3109/07434618.2011.653828
PG 9
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 898IQ
UT WOS:000300736300007
PM 22364538
ER
PT J
AU Pickl, G
AF Pickl, Gonda
TI Communication Intervention in Children with Severe Disabilities and
Multilingual Backgrounds: Perceptions of Pedagogues and Parents
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Severe and multiple
disabilities; Bilingualism and multilingualism
ID ALTERNATIVE COMMUNICATION; INTELLECTUAL DISABILITY; AAC; INDIVIDUALS;
CHALLENGES; DEPRESSION; FAMILIES; MOTHERS
AB Increasing global population movement has resulted in a corresponding increase of children with severe and multiple disabilities and complex communication needs who at home are exposed to languages different from the language used at school. The aim of this study was to highlight facilitating as well as limiting factors for effective communication intervention for these children both in school and within the family. Based on observations, qualitative research interviews and analysis in the tradition of grounded theory the results indicate that the quality of parent-teacher-interaction is central to effective communication intervention and culturally sensitive use of communication aids. Challenges for teachers as well as parents to achieve a mutually satisfying interaction are addressed, and issues regarding the language use with children with severe disabilities and a multilingual and multicultural background and the inclusion of their parents in school based activities are discussed.2.0.CO;2
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NR 38
TC 1
Z9 1
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2011
VL 27
IS 4
BP 245
EP 255
DI 10.3109/07434618.2011.630020
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 855TW
UT WOS:000297588900003
PM 22136363
ER
PT J
AU Hines, M
Balandin, S
Togher, L
AF Hines, Monique
Balandin, Susan
Togher, Leanne
TI Communication and AAC in the Lives of Adults with Autism: The Stories of
Their Older Parents
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism; Adult; Parent; Augmentative and alternative communication;
Speech pathology
ID ALTERNATIVE COMMUNICATION; SPECTRUM DISORDERS; CHILDREN; ADOLESCENTS;
CAREGIVERS; SYMPTOMS; FAMILIES; SUPPORT; ABILITY
AB The aim of this study was to explore the communication experiences, particularly those related to augmentative and alternative communication (AAC), of older parents who had an adult son or daughter with autism. A narrative analysis of in-depth interviews with 16 older parents indicated that the majority had rarely spontaneously mentioned AAC or other communication interventions. Most did not express the need for such services. Yet, communication breakdown featured prominently in parents' narratives about interactions with their son or daughter. The quality of the communication between older parents and their offspring with autism constituted important sources of both gratification and strain in parents' roles as caregivers. Reasons for the current lack of communication interventions are discussed, along with implications for communication and AAC service provision.2.0.CO;2
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NR 40
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2011
VL 27
IS 4
BP 256
EP 266
DI 10.3109/07434618.2011.587830
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 855TW
UT WOS:000297588900004
PM 22136364
ER
PT J
AU Johnson, H
Douglas, J
Bigby, C
Iacono, T
AF Johnson, Hilary
Douglas, Jacinta
Bigby, Christine
Iacono, Teresa
TI The Challenges and Benefits of Using Participant Observation to
Understand the Social Interaction of Adults with Intellectual
Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Severe intellectual disability; Interaction; Adult; Participant
observation
ID SEVERE MENTAL-RETARDATION; LEARNING-DIFFICULTIES; PEOPLE; STAFF;
COMMUNICATION; INDIVIDUALS; RESIDENTS; MEMBERS; ISSUES; ROLES
AB Observation methods have been used in both communication and interaction research. Qualitative interpretive approaches are rare where participants have complex communication needs. Issues for qualitative researchers utilizing participant observation research methods have been well documented, but a similar discussion is lacking where the participants are people with severe intellectual disability. Observational data collected from a study of adults with severe intellectual disabilities in interaction with their social network members were scrutinized to identify challenges and benefits of participant observation. Challenges identified include the consent process, changing roles, and researcher intrusion. The use of participant observation with adults with severe intellectual disabilities allows for unexpected insights and provides context and credence for other lines of inquiry. Participant observation may be useful with other groups of people.nd
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NR 59
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2011
VL 27
IS 4
BP 267
EP 278
DI 10.3109/07434618.2011.587831
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 855TW
UT WOS:000297588900005
PM 22136365
ER
PT J
AU Anderson, K
Balandin, S
AF Anderson, Kate
Balandin, Susan
TI The Storybook Method: Research Feedback with Young Participants
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Qualitative research; Children; Augmentative and alternative
communication; Participation
ID COMPLEX COMMUNICATION NEEDS; INTELLECTUAL DISABILITIES; CEREBRAL-PALSY;
CHILDREN; EXPERIENCES; PEOPLE; SUGGESTIBILITY; RIGOUR; RECALL; ANSWER
AB Children are valuable informants for social research; however, their participation presents additional ethical and practical challenges. Of these challenges, feedback to verify the researchers' interpretations drawn from children's data, and the dissemination of project findings to young participants, have proven difficult to overcome. In this paper, we outline the Storybook method, an approach to feedback in research with young children. In the example study, illustrations, interactive pop-ups, and third-person disclosure were used to aid children aged 7-9 years to overcome the power imbalance in interviews with adults. The Storybook method facilitated active participation in the validation process. Potential modifications of the method for use with older populations, including adults with intellectual disabilities, complex communication needs, and those requiring alternate access to written texts, are also explored.3.0.CO;2-H
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NR 50
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2011
VL 27
IS 4
BP 279
EP 291
DI 10.3109/07434618.2011.630019
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 855TW
UT WOS:000297588900006
PM 22136366
ER
PT J
AU Smith, MM
Murray, J
AF Smith, Martine M.
Murray, Janice
TI Parachute Without a Ripcord: The Skydive of Communication Interaction
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Outcome measurement; Aided communication; Metaphor; Skydiving
ID LONG-TERM OUTCOMES; QUALITY-OF-LIFE; ALTERNATIVE COMMUNICATION;
CEREBRAL-PALSY; OLDER-PEOPLE; AAC SYSTEMS; INDIVIDUALS; PARTICIPATION;
PERSPECTIVES; LONELINESS
AB Identifying and rating the outcomes of an intervention is not a new concept, but has gained impetus and currency with the emergence of evidence-based practice to support clinical decision making. In this paper, we present a metaphor as a unifying framework for the many different goals and outcomes that may come into focus across extended interventions with individuals who use aided communication. The metaphor is that of skydiving. We explore the value of this metaphor in understanding outcome measures for interventions, using analysis of interview data collected with adults who have used high-tech aided communication devices over many years.2.0.CO;2
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NR 61
TC 3
Z9 3
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2011
VL 27
IS 3
BP 183
EP 194
DI 10.3109/07434618.2011.610353
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 834VC
UT WOS:000295991300005
PM 22008031
ER
PT J
AU Thirumanickam, A
Raghavendra, P
Olsson, C
AF Thirumanickam, Abirami
Raghavendra, Parimala
Olsson, Catherine
TI Participation and Social Networks of School-Age Children with Complex
Communication Needs: A Descriptive Study
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Participation; Social networks; Complex communication needs; Physical
disability; School age
ID PHYSICAL-DISABILITIES; CEREBRAL-PALSY; LEISURE ACTIVITIES; PATTERNS;
CHILDHOOD; ENJOYMENT; COMMUNITY; YOUTH
AB Social participation becomes particularly important in middle childhood, as it contributes towards the acquisition and development of critical life skills such as developing friendships and a sense of belonging. However, only limited literature is available on the impact of communication difficulties on social participation in middle childhood. This study compared the participation patterns of school-age children with and without physical disabilities and complex communication needs in extracurricular activities. Participants included five children between 6-9 years of age with moderate-severe physical disability and complex communication needs, and five matched peers. Findings showed that children with physical disability and complex communication needs engaged in activities with reduced variety, lower frequency, fewer partners and in limited venues, but reported higher levels of enjoyment and preference for activity participation, than their matched peers. These children also had fewer same-aged friends, but more paid workers in their social circle. This small-scale descriptive study provides some preliminary evidence about the impact of severe communication difficulties on participation and socialization.
C1 [Thirumanickam, Abirami; Raghavendra, Parimala] Flinders Univ S Australia, Adelaide, SA, Australia.
[Raghavendra, Parimala; Olsson, Catherine] Novita Childrens Serv, Adelaide, SA, Australia.
[Raghavendra, Parimala] Univ S Australia, Adelaide, SA 5001, Australia.
RP Thirumanickam, A (reprint author), ASSIST N, Infect Dis Serv, Disabil Serv, Dept Families & Communities, 11 Blacks Rd, Gilles Plains, SA 5086, Australia.
EM abithirumanickam@gmail.com
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NR 40
TC 12
Z9 12
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2011
VL 27
IS 3
BP 195
EP 204
DI 10.3109/07434618.2011.610818
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 834VC
UT WOS:000295991300006
PM 22008032
ER
PT J
AU Schlosser, RW
Shane, H
Sorce, J
Koul, R
Bloomfield, E
AF Schlosser, Ralf W.
Shane, Howard
Sorce, James
Koul, Rajinder
Bloomfield, Emma
TI Identifying Performing and Under Performing Graphic Symbols for Verbs
and Prepositions in Animated and Static Formats: A Research Note
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Animation; Augmentative and alternative communication; Children; Error
analysis; Graphic symbols
AB The purpose of this study was to identify graphic symbols for verbs and prepositions that were performing and underperforming in static and animated formats in a recent experiment on the effects of animation on transparency, name agreement, and identification of graphic symbols. Variable-specific criteria were developed in order to define when a symbol is considered to be performing in terms of its transparency, name agreement, and identification accuracy. Additionally, across-variable heuristic criteria were developed that allowed classification of symbols into four categories: (a) performing exceptionally, (b) performing effectively, (c) performing adequately, and (d) performing inadequately. These criteria were applied to 24 symbols for verbs and 8 symbols for prepositions in both animated and static formats. Results indicated that the vast majority of the symbols performed adequately or better while a few did not. Potential reasons as to why some of the symbols may have underperformed are discussed. Where appropriate, implications for modifying existing symbols and future research are drawn. Although the fact that the heuristic criteria were developed post-hoc is discussed as a limitation, the benefits of the proposed categories bode well for future applications.
C1 [Schlosser, Ralf W.] Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
[Schlosser, Ralf W.; Shane, Howard; Sorce, James] Childrens Hosp, Boston, MA 02115 USA.
[Koul, Rajinder] Texas Tech Univ, Hlth Sci Ctr, Boston, MA USA.
RP Schlosser, RW (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, 106 Forsyth, Boston, MA 02115 USA.
EM R.Schlosser@neu.edu
RI Bloomfield, Emma Frances/C-8913-2012
CR Bedrosian J., 1995, AUGMENTATIVE ALTERNA, V11, P6, DOI 10.1080/07434619512331277089
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Jagaroo V, 2008, AUGMENT ALTERN COMM, V24, P29, DOI 10.1080/07434610701390673
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Mineo BA, 2008, AUGMENT ALTERN COMM, V24, P162, DOI 10.1080/07434610802109915
Schlosser R., J SPEECH LA IN PRESS
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NR 14
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2011
VL 27
IS 3
BP 205
EP 214
DI 10.3109/07434618.2011.592217
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 834VC
UT WOS:000295991300007
PM 22008033
ER
PT J
AU Benigno, JP
Bennett, JL
McCarthy, JW
Smith, JL
AF Benigno, Joann P.
Bennett, Jamie L.
McCarthy, John W.
Smith, Julia L.
TI Situational and Psychosocial Factors Mediating Coordinated Joint
Attention with Augmentative and Alternative Communication Systems with
Beginning Communicators without Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Joint attention; Language;
Parent-child interaction; Temperament
ID INDIVIDUAL-DIFFERENCES; YOUNG-CHILDREN; MOTHER-INFANT; LANGUAGE;
TEMPERAMENT; PREDICTORS; CAREGIVER
AB This study examined how infants' age, joint attention (JA) skills, caregiver ratings of language and temperament, and caregiver JA style related to JA in a structured literacy task with an augmentative and alternative communication (AAC) system. Sixteen infants (mean aEuroS== aEuroS10.6 months) without disabilities participated in two storybook reading interactions with anexperimenter in two conditions where the AAC system was either aligned or divided from the experimenter's eye gaze. Individual differences in JA skills, caregiver JA style, and temperament were associated with coordinated JA across both conditions. The findings suggest it is important to examine both extrinsic and intrinsic factors, which may not only reduce attention demands but also mediate the success of JA interactions with AAC systems.2.0.CO;2
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NR 33
TC 9
Z9 9
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2011
VL 27
IS 1
BP 26
EP 39
DI 10.3109/07434618.2010.546810
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 728IW
UT WOS:000287868800004
PM 21284561
ER
PT J
AU Leech, ERB
Cress, CJ
AF Leech, Emily R. Baumann
Cress, Cynthia J.
TI Indirect Facilitation of Speech in a Late Talking Child by Prompted
Production of Picture Symbols or Signs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
ID LANGUAGE-DEVELOPMENT; COMMUNICATION; DISABILITIES; TODDLERS; DELAYS
AB The present study investigated the effectiveness of prompted nonspoken language production using two low-tech AAC strategies (i.e., picture symbols and sign language) at indirectly facilitating speech productions in a young child with expressive language delays (""late talker""). A single subject, multiple baseline design was used. Results indicated that prompting either sign or picture-symbol production improved the child's speech output for target words without any direct prompts to speak, but that the two AAC strategies did not differ from one another in effectiveness at indirectly eliciting speech. The improvements associated with both strategies suggest that AAC can be a viable intervention tool to address improved speech in children with expressive delays. The AAC intervention had a clear and rapid effect on the child's spoken word productions, although the child did not produce signs or symbols to criterion for most of the target words before producing them in speech.19, P207, DOI 10.1080/07434610310001598233
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*WIDG SOFTW LTD, 2000, ECR SYMB 2000 COMP S
NR 31
TC 3
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2010
VL 26
IS 4
BP 299
EP 312
DI 10.3109/07434618.2010.529619
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 684GO
UT WOS:000284538600009
PM 21091304
ER
PT J
AU Erickson, K
Sachse, S
AF Erickson, Karen
Sachse, Stefanie
TI Reading Acquisition, AAC and the Transferability of English Research to
Languages with More Consistent or Transparent Orthographies
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Reading; Literacy; Models
ID LETTER-SOUND KNOWLEDGE; PHONOLOGICAL AWARENESS; ALTERNATIVE
COMMUNICATION; CEREBRAL-PALSY; SEVERE SPEECH; SPELLING ABILITIES;
PRESCHOOL-CHILDREN; WORD RECOGNITION; GERMAN CHILDREN; LETTER-NAME
AB Research on reading in augmentative and alternative communication (AAC) is primarily provided for the English language, which has nontransparent orthographic depth and a complex syllable structure. While there is a great deal to learn about English reading in AAC, there is substantially more information regarding reading in AAC in English than in other languages. In this article we compare reading acquisition in English and German, drawing from the existing research regarding reading for children with complex communication needs and describing how that might apply to German and other European languages with orthography that is more consistent than English (e.g., Swedish, Spanish, Finnish; Aro & Wimmer, 2003). The goal is to support the development of cross-linguistic understandings in reading and AAC.
C1 [Erickson, Karen] Univ N Carolina, Ctr Literacy & Disabil Studies, Chapel Hill, NC 27599 USA.
[Sachse, Stefanie] Univ Cologne, Cologne, Germany.
RP Erickson, K (reprint author), Univ N Carolina, Ctr Literacy & Disabil Studies, 321 S Columbia St,Ste 1100 Bondurant Hall,CB 7335, Chapel Hill, NC 27599 USA.
EM Erickson@unc.edu
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NR 95
TC 3
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2010
VL 26
IS 3
BP 177
EP 190
DI 10.3109/07434618.2010.505606
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 684HC
UT WOS:000284540000003
PM 20874080
ER
PT J
AU Sandberg, AD
Smith, M
Larsson, M
AF Sandberg, Annika Dahlgren
Smith, Martine
Larsson, Maria
TI An Analysis of Reading and Spelling Abilities of Children Using AAC:
Understanding a Continuum of Competence
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Reading; Spelling; Phonological awareness; Children; Cerebral palsy;
Individual profiles
ID COMPLEX COMMUNICATION NEEDS; ALTERNATIVE COMMUNICATION; CEREBRAL-PALSY;
SEVERE SPEECH; PHONOLOGICAL AWARENESS; WORKING-MEMORY; LITERACY;
INDIVIDUALS; IMPAIRMENTS; LANGUAGE
AB The over-representation of reading and spelling difficulties in children with complex communication needs has been well documented. However, most of the studies reported have indicated that at least some children using augmentative and alternative communication (AAC) can achieve and demonstrate effective literacy skills, highlighting the heterogeneity of this group. This paper presents findings from a cross-linguistic study of 14 Swedish and 14 Irish children with cerebral palsy who use AAC, outlining their performance on a range of phonological awareness, reading, and spelling tasks developed for the purposes of the study. All participants were referred to the study as functioning in the average range of intellectual ability. Of the 28 participants, eight were classified as good readers, on the basis of their success on tasks involving connected text; while 10 presented with single-word reading skills; and 10 were categorized as non-readers. This paper explores the similarities and differences within and across these groups, in terms of associated skills and experiences. While analyses of group data suggests some common abilities and difficulties, exploration of individual profiles highlights the heterogeneity of the participants' profiles, suggesting a need for detailed individual assessment and interventions.
C1 [Smith, Martine] Trinity Coll Dublin, Dept Clin Speech & Language Studies, Dublin 2, Ireland.
[Sandberg, Annika Dahlgren; Larsson, Maria] Univ Gothenburg, Gothenburg, Sweden.
RP Smith, M (reprint author), Trinity Coll Dublin, Dept Clin Speech & Language Studies, 184 Pearse St, Dublin 2, Ireland.
EM mmsmith@tcd.ie
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NR 44
TC 0
Z9 0
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2010
VL 26
IS 3
BP 191
EP 202
DI 10.3109/07434618.2010.505607
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 684HC
UT WOS:000284540000004
ER
PT J
AU van der Schuit, M
Segers, E
van Balkom, H
Stoep, J
Verhoeven, L
AF van der Schuit, Margje
Segers, Eliane
van Balkom, Hans
Stoep, Judith
Verhoeven, Ludo
TI Immersive Communication Intervention for Speaking and Non-speaking
Children with Intellectual Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Preschool children; Intervention; Language development; Developmental
disabilities
ID SHORT-TERM-MEMORY; DOWN-SYNDROME; LANGUAGE-DEVELOPMENT;
MENTAL-RETARDATION; DEVELOPMENTAL-DISABILITIES; ALTERNATIVE
COMMUNICATION; AUTISTIC-CHILDREN; EMERGENT LITERACY; JOINT ATTENTION;
YOUNG-CHILDREN
AB The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLINc Studio intervention was designed to improve the language development, communication skills, and emergent literacy of 10 children with complex communication needs. The focus of the anchor-based intervention program was on the stimulation of vocabulary learning via the incorporation of AAC into the learning environment in the most natural manner possible. While all of the children showed significant progress across the intervention period of 2 years, the group of speaking children showed greater development in the domains of receptive language and productive syntax than the group of non-speaking children. For heterogeneous groups of children with disabilities, the use of a combined intervention such as that described here appears to be promising.
C1 [van der Schuit, Margje; Segers, Eliane; Verhoeven, Ludo] Radboud Univ Nijmegen, Inst Behav Sci, NL-6500 HE Nijmegen, Netherlands.
[van Balkom, Hans] Radboud Univ Nijmegen, Res Ctr Atyp Commun, NL-6500 HE Nijmegen, Netherlands.
[van Balkom, Hans; Stoep, Judith] Royal Kentalis, St Michielsgestel, Netherlands.
RP van der Schuit, M (reprint author), Radboud Univ Nijmegen, Inst Behav Sci, POB 9104, NL-6500 HE Nijmegen, Netherlands.
EM m.vanderschuit@pwo.ru.nl
RI Segers, Eliane/D-1932-2010; Stoep, Judith/K-4190-2014
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NR 92
TC 2
Z9 2
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2010
VL 26
IS 3
BP 203
EP 220
DI 10.3109/07434618.2010.505609
PG 18
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 684HC
UT WOS:000284540000005
PM 20874082
ER
PT J
AU McCarthy, JW
Donofrio-Horwitz, LM
Smucker, LMD
AF McCarthy, John W.
Donofrio-Horwitz, Lacey M.
Smucker, Laura M. D.
TI The Effects of Reading Personal Narratives Written by an Individual Who
Uses AAC on the Attitudes of Pre-Professionals in Business
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Attitude change; Augmentative and alternative communication; Personal
narratives
ID PLANNED BEHAVIOR; COMMUNICATION; INTERVENTION; DISABILITIES; BELIEFS;
DESIGN
AB A Solomon Four-Group Design was used to study the effects of reading personal narratives written by an individual with complex communication needs on the attitudes, potential future behaviors, and general experiences of 109 undergraduate business majors. The Attitudes Toward Nonspeaking Persons Scale (ATNP) and a scale of behavioral intentions modeled according to Ajzen's (1991) Theory of Planned Behavior were used as dependent variables. A sub-group of individuals in the experimental group participated in individual follow-up interviews. Results revealed individuals who read the narratives had more positive attitudes than those who did not; however, there were potentially reactive effects for pre-testing evident on one subscale of the ATNP scale. Interviews revealed a need for more explicit information about the workings of AAC and a need to change expectations about working with individuals with disabilities.
C1 [McCarthy, John W.] Ohio Univ, Grover Ctr W218, Athens, OH 45701 USA.
RP McCarthy, JW (reprint author), Ohio Univ, Grover Ctr W218, Athens, OH 45701 USA.
EM mcarthy@ohio.edu
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NR 44
TC 2
Z9 2
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 61
EP 74
DI 10.3109/07434618.2010.481562
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400001
PM 20497070
ER
PT J
AU Trembath, D
Balandin, S
Stancliffe, RJ
Togher, L
AF Trembath, David
Balandin, Susan
Stancliffe, Roger J.
Togher, Leanne
TI "Communication is Everything:" The Experiences of Volunteers who use AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative communication; Adult; Disability; Volunteer
ID ALTERNATIVE COMMUNICATION; ADULTS; PEOPLE; ACCESS; NEEDS; TECHNOLOGIES;
PERCEPTIONS; PRINCIPLES
AB The aim of this study was to explore the impact that using augmentative and alternative communication (AAC) had on the experiences of 24 adults with lifelong disabilities who worked as volunteers. This research forms part of a larger qualitative study of volunteering amongst adults who use AAC. Based on in-depth interviews and grounded theory analysis, the results indicate that communication is central to successful volunteering and, in particular, that access to AAC has the potential to provide valuable support to individuals with complex communication needs who want to volunteer. However, a number of barriers must be addressed in order for this potential to be achieved. Strategies for promoting and supporting adults who use AAC and want to volunteer are discussed.
C1 [Trembath, David; Stancliffe, Roger J.; Togher, Leanne] Univ Sydney, Sydney, NSW 2006, Australia.
[Balandin, Susan] Hogskolen Molde, Molde, Norway.
RP Trembath, D (reprint author), La Trobe Univ, Sch Psychol Sci, Olga Tennison Autism Res Ctr, Bundoora, Vic 3086, Australia.
EM D.Trembath@latrobe.edu.au
RI Stancliffe, Roger/C-3430-2008
CR Alamsaputra DM, 2006, AUGMENT ALTERN COMM, V22, P258, DOI 10.1080/00498250600718555
ASHWORTH T, 2003, SIDE SIDE INFORM KIT
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Balandin S, 2006, INT J REHABIL RES, V29, P131, DOI 10.1097/01.mrr.0000191850.95692.0c
Blackstone SW, 2007, AUGMENT ALTERN COMM, V23, P191, DOI 10.1080/07434610701553684
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Choma B. L., 2005, J DEV DISABILITIES, V12, P1
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Foley BE, 2003, TOP LANG DISORD, V23, P325
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2005, DEFINITIONS PRINCIPL
2006, SAGE DICT SOCIAL RES
NR 37
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 75
EP 86
DI 10.3109/07434618.2010.481561
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400002
PM 20497071
ER
PT J
AU Stancliffe, RJ
Larson, S
Auerbach, K
Engler, J
Taub, S
Lakin, KC
AF Stancliffe, Roger J.
Larson, Sheryl
Auerbach, Karen
Engler, Joshua
Taub, Sarah
Lakin, K. Charlie
TI Individuals with Intellectual Disabilities and Augmentative and
Alternative Communication: Analysis of Survey Data on Uptake of Aided
AAC, and Loneliness Experiences
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Loneliness; Intellectual disabilities; Aided AAC; Self-report
ID QUALITY-OF-LIFE; DEVELOPMENTAL-DISABILITIES; LEARNING AAC; ADULTS;
TECHNOLOGIES; PERSPECTIVES; CHALLENGES; SETTINGS; BENEFITS; PEOPLE
AB This study describes uptake of augmentative and alternative communication systems by adults with intellectual disabilities; their ability to self-report at interview; differences in self-reported loneliness experiences by communication mode; and predictors of loneliness. We analyzed National Core Indicators data from 26 US states involving over 13,000 service users grouped by primary means of expression: natural speech, gestures/body language, manual signs, or communication aid/device (aided AAC). Uptake of aided AAC was low; only 0.8% of participants used aided AAC as their primary means of expression. Valid interview responding was higher in turn for participants communicating with natural speech, aided AAC, and other modes. Almost half the participants were lonely, but loneliness did not differ by communication mode used; social contact and social climate variables predicted loneliness. Individuals who used aided AAC communicated more effectively than users of other non-speech modes, supporting more widespread use of aided AAC. Loneliness was prevalent but aided AAC users were not lonelier. Interventions to reduce loneliness are discussed.
C1 [Stancliffe, Roger J.] Univ Sydney, Fac Hlth Sci, Lidcombe, NSW 1825, Australia.
[Larson, Sheryl; Lakin, K. Charlie] Univ Minnesota, Minneapolis, MN 55455 USA.
[Auerbach, Karen; Engler, Joshua; Taub, Sarah] Human Serv Res Inst, Cambridge, MA USA.
RP Stancliffe, RJ (reprint author), Univ Sydney, Fac Hlth Sci, 75 East St,POB 170, Lidcombe, NSW 1825, Australia.
EM roger.stancliffe@sydney.edu.au
RI Stancliffe, Roger/C-3430-2008
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Sheppard-Jones K, 2005, MENT RETARD, V43, P281, DOI 10.1352/0047-6765(2005)43[281:QOLDFA]2.0.CO;2
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Stanisis S, 2009, WORLD LITERATURE TOD, V83, P47
Wilkinson KM, 2007, MENT RETARD DEV D R, V13, P58, DOI 10.1002/mrdd.20133
NR 20
TC 11
Z9 11
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 87
EP 96
DI 10.3109/07434618.2010.481564
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400003
PM 20497072
ER
PT J
AU Geytenbeek, JJM
Heim, MMJ
Vermeulen, RJ
Oostrom, KJ
AF Geytenbeek, Joke J. M.
Heim, Margriet M. J.
Vermeulen, R. Jeroen
Oostrom, Kim J.
TI Assessing Comprehension of Spoken Language in Nonspeaking Children with
Cerebral Palsy: Application of a Newly Developed Computer-Based
Instrument
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Cerebral palsy; Complex communication needs; Language comprehension;
Language test; Severe speech and language disorders
ID IMPAIRMENTS; DISABILITIES; EPIDEMIOLOGY; INDIVIDUALS; HEALTH
AB This paper describes the development of an instrument to assess comprehension of spoken language in children with severe cerebral palsy (CP) who cannot speak, and for whom standard language assessment measures are not appropriate due to severe motor impairment. This instrument, the Computer-Based instrument for Low motor Language Testing (C-BiLLT), was administered to 42 children without disabilities (aged 14 months to 60 months) and to 18 children with severe CP (age 19 months to 71 months). Preliminary data showed that the instrument was acceptable to the children. Convergent validity was investigated by correlating C-BiLLT scores with test results on the well-established Reynell Developmental Language Scales (RDLS). Clinical implications and recommendations for future research are discussed.
C1 [Geytenbeek, Joke J. M.] Vrije Univ Amsterdam, Med Ctr, Dept Paediat Rehabil Med, NL-1081 HV Amsterdam, Netherlands.
[Heim, Margriet M. J.] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands.
RP Geytenbeek, JJM (reprint author), Vrije Univ Amsterdam, Med Ctr, Dept Paediat Rehabil Med, Neurosci Campus Amsterdam,De Boelelaan 1117, NL-1081 HV Amsterdam, Netherlands.
EM J.Geytenbeek@vumc.nl
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NR 45
TC 9
Z9 9
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 97
EP 107
DI 10.3109/07434618.2010.482445
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400004
PM 20497073
ER
PT J
AU Trudeau, N
Morford, JP
Sutton, A
AF Trudeau, Natacha
Morford, Jill P.
Sutton, Ann
TI The Role of Word Order in the Interpretation of Canonical and
Non-Canonical Graphic Symbol Utterances: A Developmental Study
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Graphic symbols; Utterances; Augmentative and alternative communication;
Word-order strategies
ID SENTENCE INTERPRETATION STRATEGIES; ABSTRACT KNOWLEDGE; CHILDREN;
COMPREHENSION; FRENCH; ADULTS
AB Graphic symbols are often used to represent words in Augmentative and Alternative Communication systems. Previous findings suggest that different processes operate when using graphic symbols and when using speech. This study assessed the ability of native speakers of French with no communication disorders from four age groups to interpret graphic-symbol sequences of varying length and canonicity. Results reveal that, as they get older, participants show an increase in their capacity to interpret graphic-symbol sequences. Constituent order played an important role in the interpretation of the sequences. However, the specific word-order strategies used varied depending on the age group and the type of sequence presented.
C1 [Trudeau, Natacha; Sutton, Ann] Univ Montreal, Quebec City, PQ, Canada.
[Morford, Jill P.] Univ New Mexico, Albuquerque, NM 87131 USA.
RP Trudeau, N (reprint author), Ctr Rech CRME, 5200 Belanger Est, Montreal, PQ H1T 1C9, Canada.
EM natacha.trudeau@umontreal.ca
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NR 35
TC 6
Z9 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 108
EP 121
DI 10.3109/07434618.2010.481563
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400005
PM 20497074
ER
PT J
AU Stoner, JB
Angell, ME
Bailey, RL
AF Stoner, Julia B.
Angell, Maureen E.
Bailey, Rita L.
TI Implementing Augmentative and Alternative Communication in Inclusive
Educational Settings: A Case Study
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Case study; Inclusive settings; Cerebral palsy; Educational AAC
teams
ID SEVERE DISABILITIES; DEVICE USE; USE AAC; PERCEPTIONS; CLASSROOMS;
PRESCHOOLERS; INDIVIDUALS; PRINCIPLES; STUDENTS
AB The purpose of this study was to describe a single case of augmentative and alternative communication (AAC) implementation. Case study methodology was used to describe the perspectives of educational team members regarding AAC implementation for Joey, a high school junior with athetoid cerebral palsy. Benefits included greater intelligibility for Joey and subsequent comfort of the staff. Facilitators of Joey's AAC system use included the team's student-focused disposition and willingness to implement use of the device, Joey's increased intelligibility, peers' acceptance of the technology, and the resulting increase in Joey's socialization. Limited team cohesiveness, problem solving, and communication were the true barriers in this case. Implications of these facilitators and barriers are discussed and recommendations for school-based AAC implementation are made.
C1 [Stoner, Julia B.] Illinois State Univ, Dept Special Educ, Normal, IL 61790 USA.
RP Stoner, JB (reprint author), Illinois State Univ, Dept Special Educ, Normal, IL 61790 USA.
EM jbstone@ilstu.edu
CR American Speech-Language-Hearing Association, 2005, ROL RESP SPEECH LANG
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NR 35
TC 5
Z9 5
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 122
EP 135
DI 10.3109/07434618.2010.481092
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400006
PM 20497075
ER
PT J
AU McFadd, E
Wilkinson, K
AF McFadd, Emily
Wilkinson, Krista
TI Qualitative Analysis of Decision Making by Speech-Language Pathologists
in the Design of Aided Visual Displays
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Decision making; Augmentative and alternative communication; Aided
visual display
ID COMPLEX COMMUNICATION NEEDS; INTELLECTUAL DISABILITIES; SYMBOL
COMPREHENSION; AAC TECHNOLOGIES; YOUNG-CHILDREN; COLOR CUES;
PRESCHOOLERS; ATTITUDES; TRANSPARENCY; PERFORMANCE
AB For children with complex communication needs, augmentative and alternative communication (AAC) devices offer a functional way to communicate thoughts and feelings. Despite many significant advances in the field, effective and efficient aided communication can remain a challenge for some clients and their partners. One critical element of aided AAC intervention is systematic attention to the design of the communication display itself. A well-designed display will foster communication outcomes; a poorly designed one might have the opposite effect. Surprisingly, to our knowledge there are no studies of the strategies that clinicians actually employ when putting together a display. In this research note, we examine, on a case-by-case basis, the strategies six clinicians used when constructing display pages, as a means of highlighting potential areas that might warrant systematic research on display design.
C1 [McFadd, Emily] Univ Wisconsin, Waisman Ctr, Madison, WI 53705 USA.
[Wilkinson, Krista] Penn State Univ, University Pk, PA 16802 USA.
RP McFadd, E (reprint author), Univ Wisconsin, Waisman Ctr, Room 410,1500 Highland Ave, Madison, WI 53705 USA.
EM emcfadd@gmail.com
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NR 38
TC 5
Z9 5
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2010
VL 26
IS 2
BP 136
EP 147
DI 10.3109/07434618.2010.481089
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 621IB
UT WOS:000279568400007
PM 20497076
ER
PT J
AU Quach, W
Beukelman, D
AF Quach, Wendy
Beukelman, David
TI Facilitating Children's Learning of Dynamic-Display AAC Devices: The
Effect of two Instructional Methods on the Performance of 6-and
7-year-olds with Typical Development Using a Dual-Screen Prototype
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Dual screen; Errorless learning; Operational competence;
Instruction; Children
ID ALTERNATIVE COMMUNICATION; MENTAL-RETARDATION; ERRORLESS; INDIVIDUALS;
MEMORY; TECHNOLOGIES; DISABILITIES; LAYOUTS; SYSTEMS; PEOPLE
AB This study compared the operation of a dynamic-display AAC device in two instructional conditions: corrective feedback (CF) and dual-screen guidance (DSG). In the CF condition prompts/feedback were provided for incorrect responses; the DSG condition used errorless guided instruction only. Twenty-one children with typical development - ten 6-year-olds and 11 7-year-olds - were randomly assigned to one instructional condition and completed five sessions: three learning/testing, one generalization, and one maintenance. The children were required to reproduce visual sentence stimuli on the AAC device. Differences were found in accuracy and efficiency of 6- and 7-year-olds. The 7-year-olds were more accurate and quicker than the 6-year-olds. Differences due to instructional condition were observed for 6-year-olds only. All children generalized and maintained learning.3.0.CO;2-9
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NR 39
TC 9
Z9 9
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2010
VL 26
IS 1
BP 30
EP 40
DI 10.3109/07434610903585406
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 563EE
UT WOS:000275109800004
PM 20196702
ER
PT J
AU Alant, E
Kolatsis, A
Lilienfeld, M
AF Alant, Erna
Kolatsis, Anna
Lilienfeld, Margi
TI The Effect of Sequential Exposure of Color Conditions on Time and
Accuracy of Graphic Symbol Location
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Sequential exposure; Color conditions; Time; Accuracy; Graphic symbols;
Location
ID VISUAL-SEARCH; ATTENTION; RECOGNITION; SURFACE
AB An important aspect in AAC concerns the user's ability to locate an aided visual symbol on a communication display in order to facilitate meaningful interaction with partners. Recent studies have suggested that the use of different colored symbols may be influential in the visual search process, and that this, in turn will influence the speed and accuracy of symbol location. This study examined the role of color on rate and accuracy of identifying symbols on an 8-location overlay through the use of 3 color conditions (same, mixed and unique). Sixty typically developing preschool children were exposed to two different sequential exposures (Set 1 and Set 2). Participants searched for a target stimulus (either meaningful symbols or arbitrary forms) in a stimuli array. Findings indicated that the sequential exposures (orderings) impacted both time and accuracy for both types of symbols within specific instances.2.0.CO;2
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NR 20
TC 4
Z9 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2010
VL 26
IS 1
BP 41
EP 47
DI 10.3109/07434610903585422
PG 7
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 563EE
UT WOS:000275109800005
PM 20196703
ER
PT J
AU Collier, B
McGhie-Richmond, D
Self, H
AF Collier, Barbara
McGhie-Richmond, Donna
Self, Hazel
TI Exploring Communication Assistants as an Option for Increasing
Communication Access to Communities for People who use Augmentative
Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and alternative communication; Communication assistants;
Adults; Community inclusion; Communication access
ID ALTERNATIVE COMMUNICATION; AAC; ADULTS; WORLD
AB This paper describes the results of a one-year intervention project that aimed to (a) learn about the communication supports required by people who use augmentative and alternative communication (AAC) when accessing their communities, (b) develop and implement a funded communication assistant service as an accessibility support option for people who use AAC when communicating in their communities, (c) evaluate the impact of the communication assistant service on community access for people who use AAC, and (d) make recommendations relating to the role of communication assistants as an option for increasing communication access for people who use AAC in their communities. Nine people who use AAC participated in this project. The findings suggest that the majority of participants experienced a range of communication barriers when communicating with people in their communities, and that the provision of trained communication assistants significantly increased (a) their ability to communicate and participate in their communities; (b) their feelings of dignity, empowerment, autonomy, and privacy, and (d) the quality of their community services. Unfamiliar communication partners reported increased satisfaction communicating with people who used AAC when a communication assistant was present. Implications and recommendations are made for the development of communication assistant services and further research.3.0.CO;2-U
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NR 48
TC 8
Z9 8
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2009
VL 25
IS 4
BP 236
EP 249
DI 10.3109/07434610903322151
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 535KY
UT WOS:000272968300003
PM 19883286
ER
PT J
AU Ganz, JB
Parker, R
Benson, J
AF Ganz, Jennifer B.
Parker, Richard
Benson, Joanne
TI Impact of the Picture Exchange Communication System: Effects on
Communication and Collateral Effects on Maladaptive Behaviors
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Autism spectrum disorders; Picture Exchange Communication System;
Maladaptive behaviors; Speech; Augmentative and alternative
communication
ID AUTISM SPECTRUM DISORDERS; SPEECH DEVELOPMENT; YOUNG-CHILDREN;
PHASE-III; PECS; PRESCHOOLERS; INTERVENTIONS; ACQUISITION
AB Many children with autism require intensive instruction in the use of augmentative or alternative communication systems, such as the Picture Exchange Communication System (PECS). This study investigated the use of PECS with three young boys with autism to determine the impact of PECS training on use of pictures for requesting, use of intelligible words, and maladaptive behaviors. A multiple baseline-probe design with a staggered start was implemented. Results indicated that all of the participants quickly learned to make requests using pictures and that two used intelligible speech following PECS instruction; maladaptive behaviors were variable throughout baseline and intervention phases. Although all of the participants improved in at least one dependent variable, there remain questions regarding who is best suited for PECS and similar interventions.
C1 [Ganz, Jennifer B.] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
RP Ganz, JB (reprint author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM jeniganz@tamu.edu
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Yoder P, 2006, J SPEECH LANG HEAR R, V49, P698, DOI 10.1044/1092-4388(2006/051)
NR 30
TC 12
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2009
VL 25
IS 4
BP 250
EP 261
DI 10.3109/07434610903381111
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 535KY
UT WOS:000272968300004
PM 19883285
ER
PT J
AU Cannella-Malone, HI
DeBar, RM
Sigafoos, J
AF Cannella-Malone, Helen I.
DeBar, Ruth M.
Sigafoos, Jeff
TI An Examination of Preference for Augmentative and Alternative
Communication Devices with Two Boys with Significant Intellectual
Disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC intervention; Preference; intervention; Significant intellectual
disability
ID DEVELOPMENTAL-DISABILITIES; ACQUISITION; INDIVIDUALS; EXCHANGE;
REQUESTS; STUDENTS
AB Examination of Preference for Augmentative and Alternative Communication Devices with Two Boys with Significant Intellectual Disabilities Selecting an appropriate mode of communication is an important clinical decision when beginning an augmentative and alternative communication (AAC) intervention. In the present study, we investigated whether two boys with significant intellectual disabilities would show a preference for using one of three AAC devices. Initially, the boys were taught to use three AAC devices (i.e., Cyrano Communicator (TM), Mini-MessageMate (TM), and a Picture Communication Board) using a multiple-probe-across-devices design. One participant was successful with only one device, while the other was successful in acquiring basic use of all three devices (i.e., making a request using the device and demonstrating correspondence between the picture icon and item requested). The child who acquired basic use of all three devices participated in the second phase. A choice assessment was conducted using a free-operant paradigm to determine which of the three devices he preferred. In the final phase, the most preferred device was targeted for more specific instruction (i.e., retrieving the device from a distance, turning the device on, approaching a communication partner, getting the communication partner's attention, and using the device to make a request), using a changing criterion design. Results for this participant indicated that he had a clear preference for one device and was able to learn how to use it in a more functional manner. Limitations and suggestions for future research are discussed.
C1 [Cannella-Malone, Helen I.] Ohio State Univ, Columbus, OH 43210 USA.
[DeBar, Ruth M.] Sam Houston State Univ, Houston, TX USA.
[Sigafoos, Jeff] Victoria Univ Wellington, Wellington, New Zealand.
RP Cannella-Malone, HI (reprint author), A348 PAES Bldg,305 W 17th Ave, Columbus, OH 43210 USA.
EM malone.175@osu.edu
RI Malone, Helen/E-3150-2012
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NR 31
TC 10
Z9 10
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2009
VL 25
IS 4
BP 262
EP 273
DI 10.3109/07434610903384511
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 535KY
UT WOS:000272968300005
PM 19883289
ER
PT J
AU Bornman, J
Alant, E
du Preez, A
AF Bornman, Juan
Alant, Erna
du Preez, Anlie
TI Translucency and Learnability of Blissymbols in Setswana-speaking
Children: An Exploration
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Blissymbols; Cultural issues; Learnability; Semantic differential scale;
Subsequent exposure; Translucency
ID SYMBOL SYSTEMS; COMMUNICATION
AB Although the importance of iconicity in the learning of symbols has been widely acknowledged, there have been few systematic investigations into the influence of culture on the ratings of symbol iconicity. The purposes of this study were two-fold: to determine (a) the translucency ratings of specific Blissymbols as rated by 6- to 7-year-old Setswana-speaking children (one of South Africa's 11 official languages); and (b) whether the ratings changed after second and third exposures in order to determine the learnability of these symbols. This study is partially based on the study by Quist et al. (1998), which utilized Dutch and American participants. Thirty-four Setswana children were exposed to 93 selected Blissymbols. A 3-point semantic differential scale consisting of three faces accompanied each Blissymbol, without the written gloss. This procedure was repeated over a period of 3 days. The results indicated that the majority of Blissymbols were rated as having high translucency ratings. The research further demonstrated significant differences in translucency between first and second exposures, suggesting that learning of the symbols had occurred. The comparison between the results of the current study and the results reported in the Quist et al. study reveal that the translucency ratings of the majority of the selected Blissymbols ranged from moderate to high for all three studies, but that the distribution of symbols across the ratings appears to be different.
C1 [Bornman, Juan] Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
RP Bornman, J (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM Juan.Bornman@up.ac.za
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NR 50
TC 8
Z9 8
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2009
VL 25
IS 4
BP 287
EP 298
DI 10.3109/07434610903392456
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 535KY
UT WOS:000272968300007
PM 19903134
ER
PT J
AU Clarke, M
Wilkinson, R
AF Clarke, Michael
Wilkinson, Ray
TI Interaction between children with cerebral palsy and their peers 2:
Understanding initiated VOCA-mediated turns
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; voice output communication
aids; children; peer interaction; conversation analysis
ID COMMUNICATION AIDS; CONVERSATION; ORGANIZATION; REPAIR
AB This paper is the second in a series of two that examine interactions between children with cerebral palsy who have complex communication needs and use voice output communication aids (VOCAs) and their naturally speaking peers. The current study expands on the analysis from the companion paper by exploring how problems emerge for naturally speaking children in understanding initiated VOCA-mediated turns. Conversation Analysis (CA) is used as a method for exploring the children's practices in organizing conversations into two dyads. The relationship between the sequential organization of the children's talk and the understanding of initiated VOCA-mediated turns is emphasized. Implications for clinical intervention are discussed.
C1 [Clarke, Michael; Wilkinson, Ray] UCL, Dept Human Commun Sci, London WC1N 1PF, England.
RP Clarke, M (reprint author), UCL, Dept Human Commun Sci, Chandler House,2 Wakefield St, London WC1N 1PF, England.
EM m.clarke@ucl.ac.uk
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NR 39
TC 19
Z9 19
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 3
EP 15
DI 10.1080/07434610701390400
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000002
PM 18256962
ER
PT J
AU Dattilo, J
Estrella, G
Estrella, LJ
Light, J
McNaughton, D
Seabury, M
AF Dattilo, John
Estrella, Gus
Estrella, Laura J.
Light, Janice
McNaughton, David
Seabury, Meagan
TI "I have chosen to live life abundantly": Perceptions of leisure by
adults who use augmentative and alternative communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE leisure; recreation; augmentative and alternative communication;
cerebral palsy; leisure barriers
ID SELF-DETERMINATION; SOCIAL SUPPORT; CHALLENGES; HEALTH
AB An online focus group was used to investigate perceptions of eight adults with cerebral palsy who used AAC systems about their recreation activities and leisure experiences. Six themes emerged from discussions on benefits of leisure and community recreation: improved physical health, enjoyment, improved mental health, increased independence, enhanced social connections, and education of society. Nine barriers to leisure participation were identified including: personal, social, communication, technology, financial, accessibility, safety, transportation, and personal care attendants. Despite numerous barriers to leisure, participants described six supports that helped them overcome these barriers: personal, social, family, personal care attendants, AAC devices, and other assistive technologies. Participants provided recommendations for other individuals who use AAC, their families, and service providers.
C1 [Dattilo, John] Penn State Univ, Dept Recreat Pk & Tourism Management, University Pk, PA 16802 USA.
[Estrella, Gus; Estrella, Laura J.] Penn State Univ, Independant Consultants, University Pk, PA 16802 USA.
[Light, Janice; McNaughton, David; Seabury, Meagan] Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Dattilo, J (reprint author), Penn State Univ, Dept Recreat Pk & Tourism Management, 801 Ford Bldg, University Pk, PA 16802 USA.
EM jxd8@psu.edu
RI McNaughton, David/G-4822-2010
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NR 43
TC 18
Z9 18
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 16
EP 28
DI 10.1080/07434610701390558
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000003
PM 18938755
ER
PT J
AU Jagaroo, V
Wilkinson, K
AF Jagaroo, Vinoth
Wilkinson, Krista
TI Further considerations of visual cognitive neuroscience in aided AAC:
The potential role of motion perception systems in maximizing design
display
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE cognitive science; visual processing; motion perception
ID BIOLOGICAL MOTION; STIMULUS MOVEMENT; FUNCTIONAL ARCHITECTURE; RECEPTIVE
FIELDS; MACAQUE MONKEY; BRAIN-DAMAGE; PERFORMANCE; ATTENTION; NEURONS;
VISION
AB Current augmentative and alternative communication technologies allow animation within visual symbol displays. Clinicians therefore have the option of incorporating motion-based effects into AAC displays. Yet there is no research in the field of AAC to guide this clinical decision-making, in terms of the number or types of animated symbols that would best suit specific communication needs. A great deal is known within the discipline of cognitive neuroscience about how humans perceive motion, however. In this paper we propose that the field of AAC might exploit these known principles of motion perception, and we identify some potential uses of different types of motion. The discussion is presented within the context of neuro-cognitive theory concerning the neurological bases for motion perception.
C1 [Jagaroo, Vinoth; Wilkinson, Krista] Emerson Coll, Boston, MA 02116 USA.
[Wilkinson, Krista] UMASS Med Sch, Shriver Str, Waltham, MA USA.
[Jagaroo, Vinoth] Boston Univ, Sch Med, Dept Psychiat, Behav Neurosci Program, Boston, MA 02118 USA.
RP Wilkinson, K (reprint author), Emerson Coll, 120 Boylston St, Boston, MA 02116 USA.
EM krista_wilkinson@emerson.edu
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NR 54
TC 13
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 29
EP 42
DI 10.1080/07434610701390673
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000004
PM 18938756
ER
PT J
AU Mcnaughton, D
Rackensperger, T
Benedek-Wood, E
Krezman, C
Williams, MB
Light, J
AF Mcnaughton, David
Rackensperger, Tracy
Benedek-Wood, Elizabeth
Krezman, Carole
Williams, Michael B.
Light, Janice
TI "A child needs to be given a chance to succeed": Parents of individuals
who use AAC describe the benefits and challenges of learning AAC
technologies
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; assistive technology;
cerebral palsy; focus group; Internet; learning; instruction; parent
ID FAMILIES; ADULTS
AB Seven parents of individuals with cerebral palsy who used augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technology. The focus group was conducted on the Internet over a 9-week period. Six major themes emerged from the discussion: (a) issues in the selection of AAC technology; (b) knowledge and skills needed to use AAC technology; (c) barriers to learning AAC technology; (d) teaching the individual; (e) educating society; and (f) recommendations to others. Important supports to learning how to make effective use of AAC technology included opportunities for individual exploration, use of the technology in role play activities, organized instruction, and opportunities for functional use in the community.
C1 [Mcnaughton, David; Benedek-Wood, Elizabeth; Light, Janice] Penn State Univ, University Pk, PA 16802 USA.
[Rackensperger, Tracy] Univ Georgia, Athens, GA 30602 USA.
[Krezman, Carole; Williams, Michael B.] Augmentat Commun Inc, Berkeley, CA USA.
RP McNaughton, D (reprint author), Penn State Univ, 227 CEDAR Bldg, University Pk, PA 16802 USA.
EM Dbm2@psu.edu
RI McNaughton, David/G-4822-2010; orozco, victoria/F-7313-2011
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NR 24
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 43
EP 55
DI 10.1080/07434610701421007
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000005
PM 18256963
ER
PT J
AU Burke, R
Wassink, K
Martin, T
Seikel, AJ
AF Burke, Rebecca
Wassink, Kimberlee
Martin, Tracy
Seikel, Anthony J.
TI Message retrieval for survivors of traumatic brain injury
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE head injury; augmentative and alternative communication; message
organization; word retrieval
ID REHABILITATION
AB Survivors of traumatic brain injury often lose their ability to use natural speech to communicate and then rely on augmentative and alternative communication (AAC) devices. Survivors may also have concomitant cognitive communication disorders that negatively impact memory and organization skills. AAC devices need to incorporate a word retrieval organization strategy that is fast and effective. The current study compared the conditions of topic, place, and alphabet for message recognition. The participants were asked a delayed recall question to elicit a communicative response. Results showed that alphabet is significantly more accurate than place and significantly faster than place and topic. However, participants chose to retrieve words using all three strategies.
C1 [Burke, Rebecca; Wassink, Kimberlee; Seikel, Anthony J.] Idaho State Univ, Dept Commun Sci & Disorders, Pocatello, ID 83209 USA.
[Burke, Rebecca; Wassink, Kimberlee; Seikel, Anthony J.] Idaho State Univ, Dept Educ Deaf, Pocatello, ID 83209 USA.
[Martin, Tracy] Life Inc, Pocatello, ID 83201 USA.
RP Burke, R (reprint author), Fort Vancouver Convalescent Ctr, 8507 NE 8th Way, Vancouver, WA 98664 USA.
EM rebeccadailburke@yahoo.com
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NR 26
TC 1
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 56
EP 63
DI 10.1080/07434610701421015
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000006
PM 18938757
ER
PT J
AU Erickson, KA
Clendon, SA
Cunningham, JW
Spadorcia, S
Koppenhaver, DA
Sturm, J
Yoder, DE
AF Erickson, Karen A.
Clendon, Sally A.
Cunningham, James W.
Spadorcia, Stephanie
Koppenhaver, David A.
Sturm, Janet
Yoder, David E.
TI Automatic word recognition: The validity of a universally accessible
assessment task
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE automatic word identification; validity; measurement
ID INDIVIDUAL-DIFFERENCES; READING ACQUISITION; BACKWARD-MASKING; LITERACY;
ACTIVATION; PHONOLOGY; INSIGHTS; CHILDREN
AB In the current study, the validity of a task designed to assess the automatic word recognition skills of persons with complex communication needs was investigated. A total of 78 students without communication impairments in kindergarten through second grade completed a standard automatic word recognition task requiring oral reading of words presented for less than 0.25s. The same students completed an experimental word recognition task that did not require a spoken response. Results support the validity of the experimental task. For example, the mean performance scores on both tasks decreased in the expected direction, and there was a significant correlation between the standard and experimental tasks. Other results suggest that the same trait was being measured by both tasks. The data highlight directions for future research and development of the experimental task, while leaving us enthusiastic about the future of the experimental task as a valid means of assessing automatic word recognition for persons with complex communication needs.
C1 [Erickson, Karen A.; Cunningham, James W.; Yoder, David E.] Univ N Carolina, Ctr Literacy & Disabil Studies, Chapel Hill, NC 27599 USA.
[Clendon, Sally A.; Koppenhaver, David A.] Univ Sydney, Sydney, NSW 2006, Australia.
[Spadorcia, Stephanie] Lesley Univ, Cambridge, MA USA.
RP Erickson, KA (reprint author), Univ N Carolina, Ctr Literacy & Disabil Studies, CB 7335, Chapel Hill, NC 27599 USA.
EM kae@med.unc.edu
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NR 35
TC 2
Z9 2
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 64
EP 75
DI 10.1080/07434610701437227
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000007
PM 18938758
ER
PT J
AU Soto, G
Yu, B
Kelso, J
AF Soto, Gloria
Yu, Betty
Kelso, Jennifer
TI Effectiveness of multifaceted narrative intervention on the stories told
by a 12-year-old girl who uses AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE narrative; intervention; AAC
ID LANGUAGE; CHILDREN; ABILITY; SKILLS
AB Children who use augmentative and alternative communication (AAC) have been found to experience difficulties in the elicited generation of both personal and fictional narratives. The purpose of this single case study was to evaluate the effects of a multifaceted intervention program designed to support the development of autonomous narrative skills in children who used AAC. The relationship between exposure to the intervention program and increases in the narrative skills of the focus child was investigated using a single case, multiple probe baseline design. Results indicate that the narratives of the focus child improved in both linguistic and story complexity following intervention. Implications of these findings are discussed in light of the specific needs of this population of users of AAC.
C1 [Soto, Gloria; Kelso, Jennifer] San Francisco State Univ, Dept Special Educ, San Francisco, CA 94132 USA.
[Yu, Betty] Univ Calif Berkeley, Berkeley, CA 94720 USA.
RP Soto, G (reprint author), San Francisco State Univ, Dept Special Educ, 1600 Holloway Ave, San Francisco, CA 94132 USA.
EM gsoto@sfsu.edu
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NR 42
TC 5
Z9 5
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 1
BP 76
EP 87
DI 10.1080/07434610701740612
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 259IM
UT WOS:000252933000008
PM 18256964
ER
PT J
AU Ganz, JB
Sigafoos, J
Simpson, RL
Cook, KE
AF Ganz, Jennifer B.
Sigafoos, Jeff
Simpson, Richard L.
Cook, Katherine E.
TI Generalization of a pictorial alternative communication system across
instructors and distance
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE autism; augmentative and alternative communication; Picture-Exchange
Communication System (PECS)
ID CHILDREN; AUTISM; DISABILITIES; ACQUISITION; AAC; STUDENTS; APHASIA;
SPEECH; DEVICE; SKILLS
AB Nonverbal individuals with autism spectrum disorders (ASD) often require the use of picture-based, aided augmentative and alternative communication (AAC) systems. Such systems are used widely, but little research has investigated the generalization of these devices to a variety of communicative partners and under a variety of conditions. We investigated use of a modified Picture Exchange Communication System (PECS) protocol to teach AAC-supported functional communication skills to a 12-year-old boy with autism. Results indicate that the participant was able to generalize his communication skills across a variety of instructors and to use functional non-verbal strategies to respond to communication obstacles.
C1 [Ganz, Jennifer B.] Univ Texas San Antonio, Dept ILT COEHD, San Antonio, TX 78249 USA.
[Sigafoos, Jeff] Victoria Univ Wellington, Coll Educ, Wellington, New Zealand.
[Simpson, Richard L.] Univ Kansas, Lawrence, KS 66045 USA.
[Cook, Katherine E.] Missouri Western State Coll, St Joseph, MO 64507 USA.
RP Ganz, JB (reprint author), Univ Texas San Antonio, Dept ILT COEHD, 1 UTSA Circle, San Antonio, TX 78249 USA.
EM jennifer.ganz@utsa.edu
CR Bailey RL, 2006, LANG SPEECH HEAR SER, V37, P50, DOI 10.1044/0161-1461(2006/006)
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NR 35
TC 12
Z9 12
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 89
EP 99
DI 10.1080/07434610802113289
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100001
PM 18465363
ER
PT J
AU Wisenburn, B
Higginbotham, DJ
AF Wisenburn, Bruce
Higginbotham, D. Jeffery
TI An AAC application using speaking partner speech recognition to
automatically produce contextually relevant utterances: Objective
results
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE rate; communication rate; communication aid; interface design; natural
language processing
ID COMMUNICATION
AB The purpose of this study was to evaluate the efficacy of a computer program, Converser, which uses the speech recognition of the speaking partner to predict contextually appropriate utterances and to store relevant noun phrases. The dyads (which consisted of a program user and a speaking partner) tested Converser in two communication tasks: a conversation and an interview. Two conditions were applied: A simple communication aid with an alphabet layout without Converser (alpha-only condition), and an identical aid with Converser (alpha-converser condition). Objective measurements were made concerning the program user's rate and Converser usage. The results showed that the alpha-converser condition generated a faster communication rate than the alpha-only condition. Also, the program users utilized the stored noun phrases in their productions more than the full utterances. Converser allowed for periodic instances of a fast rate of speech, which appeared to have a positive impact on communication.
C1 [Wisenburn, Bruce] SUNY Coll Fredonia, Dept Speech Pathol & Audiol, Fredonia, NY 14063 USA.
[Higginbotham, D. Jeffery] SUNY Buffalo, Buffalo, NY 14260 USA.
RP Wisenburn, B (reprint author), SUNY Coll Fredonia, Dept Speech Pathol & Audiol, E127 Thompson Hall, Fredonia, NY 14063 USA.
EM bruce.wisenburn@fredonia.edu
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NR 48
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 100
EP 109
DI 10.1080/07434610701740448
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100002
PM 18465364
ER
PT J
AU Hemsley, B
Balandin, S
Togher, L
AF Hemsley, Bronwyn
Balandin, Susan
Togher, Leanne
TI 'I've got something to say': Interaction in a focus group of adults with
cerebral palsy and complex communication needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE complex communication needs; augmentative and alternative communication;
AAC; focus groups; interaction; research methods
ID LEARNING-DISABILITIES; USE AAC; PEOPLE; HEALTH; FACILITATORS;
PARTICIPANTS; TOPICS
AB This paper describes the outcomes of a pilot study examining the roles of the moderator and participants in one focus group of six adults with complex communication needs. In the group, participants used a variety of communication methods including AAC and dysarthric speech. An analysis of the focus group interaction revealed that (a) both the moderator and participants played an active role in clarifying and repairing communication in the group, and (b) the group interacted successfully to discuss the focus group questions. The implications of the study for moderators and including adults with complex communication needs in focus groups are discussed, and directions for future research are suggested.
C1 [Hemsley, Bronwyn; Balandin, Susan; Togher, Leanne] Univ Sydney, Fac Hlth Sci, Lidcombe, NSW, Australia.
RP Hemsley, B (reprint author), Univ Sydney, Fac Hlth Sci, POB 170, Lidcombe, NSW, Australia.
EM bhemsley@optusnet.com.au
RI Hemsley, Bronwyn/A-7427-2010
OI Hemsley, Bronwyn/0000-0002-6255-3140
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NR 53
TC 6
Z9 6
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 110
EP 122
DI 10.1080/07434610701830579
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100003
PM 18465365
ER
PT J
AU Binger, C
Light, J
AF Binger, Cathy
Light, Janice
TI The morphology and syntax of individuals who use AAC: Research review
and implications for effective practice
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV 13-15, 2003
CL Chicago, IL
SP Amer Speech Language Hearing Assoc
DE assessment; augmentative and alternative communication; cerebral palsy;
evidence-based practice; grammar; intervention; morphology; research
review; severe speech and physical impairment; syntax
ID ALTERNATIVE COMMUNICATION; CHILDREN; GRAMMAR; SYSTEMS; FACILITATION;
IMPAIRMENTS; SEQUENCES; SPEECH
AB A research review of 31 studies pertaining to the morphology and syntax of individuals who use augmentative and alternative communication (AAC) and who had severe speech and physical impairments (SSPI) was completed. Results suggest that, although many individuals who use AAC exhibit comprehension and expression of a wide range of grammatical structures, these individuals are at risk for experiencing grammar deficits. A wide range of individual differences was noted, both within and across many of the investigations. One of the more robust findings was that individuals tended to produce shorter utterances when they used graphic symbol-based AAC systems than would be expected, based on participant profiles; however, there appeared to be a developmental trend toward using longer utterances. There has been a dearth of research pertaining to the development and evaluation of appropriate assessment tools and intervention techniques to enhance grammar acquisition for individuals who use AAC. Considerations for developing such tools and techniques are discussed.
C1 [Binger, Cathy] Univ New Mexico, Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
[Light, Janice] Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Binger, C (reprint author), Univ New Mexico, Dept Speech & Hearing Sci, MSC01 1195, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
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NR 55
TC 14
Z9 14
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 123
EP 138
DI 10.1080/07434610701830587
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100004
PM 18465366
ER
PT J
AU Larsson, M
Sandberg, AD
AF Larsson, Maria
Sandberg, Annika Dahlgren
TI Memory ability of children with complex communication needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE phonological short-term memory; complex communication needs; subvocal
rehearsal; articulatory ability; working memory
ID SHORT-TERM-MEMORY; PHONOLOGICAL WORKING-MEMORY; READING-ABILITY; SPEECH
RATE; DISORDERED CHILDREN; CAUSAL CONNECTION; YOUNG-CHILDREN; LANGUAGE;
SPAN; PREDICTORS
AB Phonological memory is central to language and reading and writing skills. Many children with complex communication needs (CCN) experience problems with reading and writing acquisition. The reason could be because of the absence of articulatory ability, which might have a negative affect on phonological memory. Phonological and visuo-spatial short-term memory and working memory were tested in 15 children with CCN, aged 5-12 years, and compared to children with natural speech matched for gender, and mental and linguistic age. Results indicated weaker phonological STM and visuo-spatial STM and WM in children with CCN. The lack of articulatory ability could be assumed to affect subvocal rehearsal and, therefore, phonological memory which, in turn, may affect reading and writing acquisition. Weak visuo-spatial memory could also complicate the use of Bliss symbols and other types of augmentative and alternative communication.
C1 [Larsson, Maria] Univ Gothenburg, Dept Psychol, SE-40530 Gothenburg, Sweden.
RP Larsson, M (reprint author), Univ Gothenburg, Dept Psychol, Box 500, SE-40530 Gothenburg, Sweden.
EM maria.larsson@psy.gu.se
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NR 52
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 139
EP 148
DI 10.1080/07434610801897239
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100005
PM 18465367
ER
PT J
AU Hoag, LA
Bedrosian, JL
Mccoy, KF
Johnson, DE
AF Hoag, Linda A.
Bedrosian, Jan L.
McCoy, Kathleen F.
Johnson, Dallas E.
TI Hierarchy of conversational rule violations involving utterance-based
augmentative and alternative communication systems
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT 12th Biennual Conference of the
International-Society-for-Augmentative-and-Alternative-Communication
CY JUL 29-AUG 05, 2006
CL Dusseldorf, GERMANY
DE augmentative and alternative communication (AAC); attitudes;
communicative competence; communicative interaction; model
ID DELIVERY TRADE-OFFS; MESSAGE DELIVERY; SPEED
AB This study examined the effects of using messages with conversational rule violations on attitudes toward people who used utterance-based augmentative and alternative communication (AAC) systems in transactional interactions. Specifically, the ratings were compared across messages with relevance, informativeness, and brevity violations, when latency remained constant (i.e., short). The 96 participating sales clerks viewed scripted, videotaped bookstore conversations and completed an attitude questionnaire. Results indicated that the prestored message with repeated words/phrases was rated the highest, followed by the message with excessive information; next was the message with inadequate information, followed by the message with partly relevant information. The findings may be useful to those using utterance-based systems when making message choices during interactions with service providers. Technological implications point to the development of schema/script-based systems and intelligent editing.
C1 [Hoag, Linda A.; Johnson, Dallas E.] Kansas State Univ, Manhattan, KS 66506 USA.
[Bedrosian, Jan L.] Western Michigan Univ, Kalamazoo, MI 49008 USA.
[McCoy, Kathleen F.] Univ Delaware, Newark, DE 19716 USA.
RP Hoag, LA (reprint author), Kansas State Univ, 139 Campus Creek Complex, Manhattan, KS 66506 USA.
EM lhoag@ksu.edu
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NR 43
TC 4
Z9 4
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 149
EP 161
DI 10.1080/07434610802038288
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100006
PM 18465368
ER
PT J
AU Mineo, BA
Peischl, D
Pennington, C
AF Mineo, Beth A.
Peischl, Denise
Pennington, Christopher
TI Moving targets: The effect of animation on identification of action word
representations
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
Conference
CY NOV, 1999
CL SAN FRANCISCO, CA
SP Amer Speech Language Hearing Assoc
DE language representation; graphics; animation; language comprehension
ID MULTIPLE REPRESENTATIONS; DYNAMIC VISUALIZATIONS; DEVELOPMENTAL-CHANGES;
PRIOR KNOWLEDGE; IMPLIED MOTION; ACTION LINES; PICTURES; ILLUSTRATIONS;
COMPLEXITY; CONCRETE
AB This study examined the conditions under which action representations-presented in both static and dynamic formats-were most readily identified. Preschoolers without disabilities selected graphics corresponding to a spoken word from a computerized four-choice array. Although pre-tests confirmed that the children had all of the stimulus words in their lexical repertoires, their demonstration of that knowledge when the stimuli were presented in graphical form was less robust. The children were generally more challenged by the static representations than the dynamic ones, and their performances were most accurate with the most realistic dynamic representations. A developmental effect was noted, as children's symbol identification became more accurate across the range of representational forms as they got older.
C1 [Mineo, Beth A.] Univ Delaware, Newark, DE 19716 USA.
RP Mineo, BA (reprint author), Room 200 A-R Bldg,1600 Rockland Rd, Wilmington, DE 19803 USA.
EM mineo@asel.udel.edu
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NR 49
TC 9
Z9 9
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 2
BP 162
EP 173
DI 10.1080/07434610802109915
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 329QT
UT WOS:000257886100007
PM 18465369
ER
PT J
AU Light, J
McNaughton, D
AF Light, Janice
McNaughton, David
TI Making a difference: A celebration of the 25th anniversary of the
International Society for Augmentative and Alternative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
ID AAC
AB We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee'' (Marian Wright Edelman).
C1 [Light, Janice; McNaughton, David] Penn State Univ, Dept Educ & Sch Psychol & Special Educ, University Pk, PA 16802 USA.
RP McNaughton, D (reprint author), Penn State Univ, Dept Educ & Sch Psychol & Special Educ, 227 Cedar Bldg, University Pk, PA 16802 USA.
EM Dbm2@psu.edu
RI McNaughton, David/G-4822-2010
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UN CONVENTION RIGHTS
NR 32
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 3
BP 175
EP 193
DI 10.1080/08990220802384874
PG 19
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 355FH
UT WOS:000259694300001
ER
PT J
AU Williams, MB
Krezman, C
McNaughton, D
AF Williams, Michael B.
Krezman, Carole
McNaughton, David
TI "Reach for the Stars": Five principles for the next 25 years of AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; assistive technology;
advocacy; system change
ID DEVELOPMENTAL-DISABILITIES; LEARNING AAC; TECHNOLOGIES; ADULTS;
COMMUNICATION; INDIVIDUALS; CHALLENGES; BENEFITS; NEEDS
AB Basing our work on the published writings of individuals who use augmentative and alternative communication (AAC) and their family members, we offer five principles to guide AAC assessment, intervention, research, and development: (a) The time for AAC is now; (b) One is never enough; (c) My AAC must fit my life; (d) AAC must support full participation in all aspects of 21st century life; and (e) Nothing about me without me. These five principles are individually important, but also interconnected, and are meant to provide clear goals for the field of AAC as we work towards the achievement of communication and participation for all.
C1 [McNaughton, David] Penn State Univ, Dept Educ & Sch Psychol & Special Educ, University Pk, PA 16802 USA.
[Williams, Michael B.; Krezman, Carole] Augmentat Commun Inc, Berkeley, CA USA.
RP McNaughton, D (reprint author), Penn State Univ, Dept Educ & Sch Psychol & Special Educ, 227 Cedar Bldg, University Pk, PA 16802 USA.
EM Dbm2@psu.edu
RI McNaughton, David/G-4822-2010
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NR 51
TC 13
Z9 13
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 3
BP 194
EP 206
DI 10.1080/08990220802387851
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 355FH
UT WOS:000259694300002
ER
PT J
AU Granlund, M
Bjorck-Akesson, E
Wilder, J
Ylven, R
AF Granlund, Mats
Bjorck-Akesson, Eva
Wilder, Jenny
Ylven, Regina
TI AAC interventions for children in a family environment: Implementing
evidence in practice
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC intervention; family setting; implementing evidence
ID ALTERNATIVE COMMUNICATION; DISABILITIES; INDIVIDUALS; SETTINGS; ISSUES
AB Interventions that focus on implementing augmentative and alternative communication (AAC) strategies and methods have been available to children in need of AAC and their families for at least 30 years. To date, most of the research that has considered AAC in family settings has been focused on gathering evidence of the effects of AAC interventions, rather than on implementing evidence-based strategies in everyday practice to improve outcomes. The purpose of this article is to discuss the research that has focused on parents as AAC interventionists, the family as a context for AAC intervention, and the effects of AAC interventions on children and other family members. The discussion is framed within the four steps associated with the process of knowledge translation: (a) deciding on desired outcomes of interventions, (b) evaluating evidence of the effectiveness of different AAC methods to obtain the desired outcomes, (c) translating the research evidence into everyday practice, and (d) implementing knowledge in practice.
C1 [Granlund, Mats] Jonkoping Univ, Sch Hlth Sci, S-55111 Jonkoping, Sweden.
[Wilder, Jenny; Ylven, Regina] Malardalen Univ, Stockholm, Sweden.
[Wilder, Jenny] Stockholm Univ, S-10691 Stockholm, Sweden.
[Ylven, Regina] Karolinska Inst, Stockholm, Sweden.
RP Granlund, M (reprint author), Jonkoping Univ, Sch Hlth Sci, Box 189, S-55111 Jonkoping, Sweden.
EM mats.granlund@hhj.hj.se
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NR 46
TC 17
Z9 17
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 3
BP 207
EP 219
DI 10.1080/08990220802387935
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 355FH
UT WOS:000259694300003
PM 18830910
ER
PT J
AU Todman, J
Alm, N
Higginbotham, J
File, P
AF Todman, John
Alm, Norman
Higginbotham, Jeff
File, Portia
TI Whole utterance approaches in AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE whole utterances; whole utterance devices; speech generating device;
communication rate; communicative competence
ID COMPUTER-AIDED CONVERSATION; DELIVERY TRADE-OFFS; ALTERNATIVE
COMMUNICATION; MESSAGE DELIVERY; SYSTEM; PEOPLE; SPEED; INDIVIDUALS;
PRAGMATICS; FUTURE
AB Increased communication rate has long been a goal of both individuals who use AAC and device manufacturers. There is evidence that utterance-based approaches have the potential to deliver faster rates without loss of coherence. An overview of the historical development of devices that embody such approaches is set out here. This account focuses on the theoretical origins of utterance-based devices (UBDs) and the range of approaches that these have produced. Next, the issue of a causal relationship between conversational rate and positive attributions is addressed. Three recent studies supporting a causal relationship are described, followed by an account of a direct comparison between a UBD and a word construction system in office environments that involved a mix of transactional communication and social chat. Conversational rate and perceived communicative competence were both higher when the UBD was used. Finally, some issues for the future development of UBDs are discussed.
C1 [Todman, John] Univ Dundee, Sch Psychol, Dundee DD1 4HN, Scotland.
[Higginbotham, Jeff] SUNY Buffalo, Buffalo, NY 14260 USA.
[File, Portia] Univ Abertay, Dundee, Scotland.
RP Todman, J (reprint author), Univ Dundee, Sch Psychol, Dundee DD1 4HN, Scotland.
EM j.todman@dundee.ac.uk
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NR 94
TC 15
Z9 16
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 3
BP 235
EP 254
DI 10.1080/08990220802388271
PG 20
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 355FH
UT WOS:000259694300005
PM 18830912
ER
PT J
AU Beukelman, DR
Ball, LJ
Fager, S
AF Beukelman, David R.
Ball, Laura J.
Fager, Susan
TI An AAC personnel framework: Adults with acquired complex communication
needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; personnel; amyotrophic lateral sclerosis; aphasia; brainstem
impairment
ID APHASIA; TECHNOLOGY; PEOPLE
AB A personnel framework designed to support people who rely on augmentative and alternative communication (AAC) because of acquired medical conditions and those who assist them is described. The roles of AAC finders, general practice clinicians, AAC intervention specialists, AAC facilitators, and AAC experts are summarized. These roles are described in detail for people with amyotrophic lateral sclerosis, brainstem impairment, and severe chronic aphasia. The personnel preparation needs for each of these support personnel groups are identified.
C1 [Beukelman, David R.] Univ Nebraska, Lincoln, NE USA.
[Beukelman, David R.; Ball, Laura J.] Univ Nebraska Med Ctr, Munroe Meyer Inst, Omaha, NE USA.
[Fager, Susan] Madonna Rehabil Hosp, Inst Rehabil Sci & Engn, Lincoln, NE USA.
RP Beukelman, DR (reprint author), 118 Barkley Mem Ctr,POB 830732, Lincoln, NE 68583 USA.
EM dbeukelman1@unl.edu
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NR 32
TC 21
Z9 22
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 3
BP 255
EP 267
DI 10.1080/07434610802388477
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 355FH
UT WOS:000259694300006
PM 18830913
ER
PT J
AU Johnson, RK
Hough, MS
King, KA
Vos, P
Jeffs, T
AF Johnson, Rachel Kay
Hough, Monica Strauss
King, Kristin Ann
Vos, Paul
Jeffs, Tara
TI Functional Communication in Individuals with Chronic Severe Aphasia
Using Augmentative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Chronic Aphasia; Nonfluent; Functional; Augmentative System;
Communication; Caregiver
ID COMPUTER; OUTCOMES; THERAPY; INSTRUCTION; RETRIEVAL; EFFICACY; PEOPLE
AB Intervention incorporating augmentative and alternative communication (AAC) is often implemented with adults with aphasia, although studies do not always specify the approaches and strategies used. This study examined abilities of three individuals with chronic non-fluent aphasia (NA) using a dynamic display AAC device to enhance communication. The device, Dialect with Speaking Dynamically Pro, was tailored to each participant's skill level using a treatment protocol adapted from Koul, Corwin, and Hayes (2005). The primary caregiver was the spouse. Pre and post-treatment measures revealed improvement in quality and effectiveness of communication for all participants. Improved linguistic and cognitive functioning was observed for two participants. Results are discussed relative to use of a device with other adults with chronic NA.
C1 [Johnson, Rachel Kay; Hough, Monica Strauss; King, Kristin Ann; Vos, Paul; Jeffs, Tara] E Carolina Univ, Greenville, NC 27858 USA.
RP Hough, MS (reprint author), E Carolina Univ, Greenville, NC 27858 USA.
EM houghm@ecu.edu
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*ZYG IND INC, 2004, DIAL SPEAK DYN PRO B
NR 44
TC 10
Z9 12
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 269
EP 280
DI 10.1080/07434610802463957
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600001
PM 19023749
ER
PT J
AU Clendon, S
Erickson, K
AF Clendon, Sally A.
Erickson, Karen A.
TI The Vocabulary of Beginning Writers: Implications for Children with
Complex Communication Needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Augmentative and Alternative Communication; Language Development;
Vocabulary; Writing
ID DEVELOPMENTAL SKILLS
AB One of the greatest challenges facing augmentative and alternative communication (AAC) professionals is providing children with complex communication needs with access to the vocabulary that they need in order to develop mature language and literacy abilities. The purpose of this study was to analyze the vocabulary used by typically developing early-elementary children in the United States and New Zealand when they write about self-selected topics, in order to inform practices with children with complex communication needs. The children's writing samples were compared across school ages and countries. The school age comparisons highlighted the relatively restricted range of vocabulary used by children in the earliest stages of writing development, and the country comparisons revealed differences in core vocabulary. The findings of this study hopefully will assist AAC professionals as they engage in selecting, prioritizing, and organizing vocabulary to support written language development in children with complex communication needs.
C1 [Clendon, Sally A.] Massey Univ, Sch Educ Albany, Speech Language Therapy Programme, Coll Educ, Auckland, New Zealand.
[Erickson, Karen A.] Univ N Carolina, Chapel Hill, NC USA.
RP Clendon, S (reprint author), Massey Univ, Sch Educ Albany, Speech Language Therapy Programme, Coll Educ, POB 102 904,N Shore Mail Ctr, Auckland, New Zealand.
EM s.clendon@massey.ac.nz
CR ABBOTT RD, 1993, J EDUC PSYCHOL, V85, P478, DOI 10.1037/0022-0663.85.3.478
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Statistics New Zealand, 2001, CENS POP DWELL
US Census Bureau, 2000, DEC CENS
NR 42
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 281
EP 293
DI 10.1080/07434610802463999
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600002
PM 19023750
ER
PT J
AU Bryen, DN
AF Bryen, Diane Nelson
TI Vocabulary to Support Socially-Valued Adult Roles
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Vocabulary; Adults; Symbols
ID COMMUNICATION; AAC
AB Individuals who use augmentative and alternative communication (AAC) have new expectations for life after high school. However, the vocabulary needed to support socially-valued adult roles may not be available in their communication devices. This study explored whether vocabulary needed to participate in six adult roles currently existed in three widely used symbol sets. Electronic mailing lists were used to generate words needed for each adult role. From these vocabulary sets, discrepancy analyses were conducted to determine whether symbols or symbol combinations in each of the symbol sets studied could represent those words. Results suggest that, overall, an average of 55% of the identified words was currently available in these symbol sets. The need for easily accessible vocabulary that reflects socially-valued adult roles is discussed.
C1 Temple Univ, Inst Disabil, Philadelphia, PA 19122 USA.
RP Bryen, DN (reprint author), Temple Univ, Inst Disabil, Univ Serv Bldg 610,1601 N Broad St, Philadelphia, PA 19122 USA.
EM dianeb@temple.edu
CR Atanasoff L. M., 1998, J POSTSECONDARY ED D, V13, P32
Balandin S., 1999, AUGMENTATIVE ALTERNA, V15, P95, DOI DOI 10.1080/07434619912331278605
BALANDIN SA, 1993, AUSTR C TECHN PEOPL, P85
BENAJEE M, 2003, AUGMENTATIVE ALTERNA, V19, P67
Beukelman D. R., 1991, AUGMENTATIVE ALTERNA, V7, P171, DOI 10.1080/07434619112331275883
Beukelman D. R., 1993, AUGMENTATIVE ALTERNA, V9, P95, DOI 10.1080/07434619312331276481
Bryen D. N., 2003, AUGMENTATIVE ALTERNA, V19, P125, DOI DOI 10.1080/0743461031000080265
Bryen DN, 2006, AUGMENT ALTERN COMM, V22, P1, DOI 10.1080/07434610500194045
BRYEN DN, 1999, 6 ANN PITTSB EMPL C, P1
BRYEN DN, 2008, AAC VOCABULARY SOCIA
Clarke M, 2001, INT J LANG COMM DIS, V36, P107, DOI 10.1080/13682820150217590
COLLIER B, 2003, SAFEGUARDING PEOPLE
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FARRAR P, 1996, END SILENCE PREVENTI
Fine M., 1988, WOMEN DISABILITIES E
Higginbotham J., 2007, AAC WEBCRAWLING COMM
Hill K, 1999, AM SPEECH LANG HEAR
KING J, 1995, AUGMENTATIVE ALTERNA, V11, P260, DOI 10.1080/07434619512331277399
LEVER S, 2003, ALTERNATIVELY SPEAKI, V6, P4
Marvin C. A., 1994, AUGMENTATIVE ALTERNA, V10, P224, DOI [10.1080/07434619412331276930, DOI 10.1080/07434619412331276930]
Mcnaughton D, 2007, AUGMENT ALTERN COMM, V23, P217, DOI 10.1080/07434610701573856
Smith MM, 2005, AUGMENT ALTERN COMM, V21, P67, DOI 10.1080/10428190400006625
Stuart S., 1997, AUGMENTATIVE ALTERNA, V13, P40, DOI DOI 10.1080/07434619712331277828
STUMP RT, 1993, P ANN PITTSB EMPL C, P16
Tonsing K, 2004, AUGMENTATIVE ALTERNA, V20, P89, DOI 10.1080/07434610410001699762
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YORKSTON KM, 1990, J SPEECH HEAR DISORD, V55, P217
NR 29
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
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JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 294
EP 301
DI 10.1080/07434610802467354
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600003
PM 19023751
ER
PT J
AU Visser, N
Alant, E
Harty, M
AF Visser, Naomi
Alant, Erna
Harty, Michal
TI Which Graphic Symbols do 4-Year-Old Children Choose to Represent Each of
the Four Basic Emotions?
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Emotion Representation; Graphic Symbols; Augmentative and Alternative
Communication (AAC); Facial Expressions; Facial Features
ID FACIAL EXPRESSIONS; PRESCHOOLERS; RECOGNITION; INFANTS; DISCRIMINATION;
EXPERIENCE; PERCEPTION; LABELS
AB The purpose of this study was to investigate which graphic symbols are perceived by typically developing 4-year-old children as the best representation of four basic emotions. Participants were asked to respond to questions by using graphic symbols taken from PCS, PICSYMS, and Makaton for four basic emotions: happy, sad, afraid, angry. The purpose was to determine which graphic symbol the children selected as a representation of an emotion. Frequencies of choices per symbol were obtained and the different symbols were analysed in terms of facial features that distinguish them from each other. The most preferred symbol per emotion was also identified. Results showed that children recognized the emotion happy with more ease than the emotions sad, afraid, and angry.
C1 [Visser, Naomi; Alant, Erna; Harty, Michal] Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
RP Alant, E (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, ZA-0002 Pretoria, South Africa.
EM ealant@gmail.com
CR BALCONI M, 2006, RES DEV DISABIL, V28, P409
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YOUNG PT, 1975, UNDERSTANDING YOUR F
NR 51
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 302
EP 312
DI 10.1080/07434610802467339
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600004
PM 19023752
ER
PT J
AU Shepherd, T
McDougall, S
AF Shepherd, Tracy A.
McDougall, Stacy
TI Communication Access in the Library for Individuals who use Augmentative
and Alternative Communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; Communication board; Facilitators; In-service training;
Illustrative case
ID INTERNATIONAL CLASSIFICATION; TRAINING-PROGRAM; SERVICES; PEOPLE; AAC;
FACILITATORS; HEALTH
AB Libraries for All is a community-based program that aims to enhance communication access to the library for individuals who use augmentative and alternative communication (AAC), by providing resources and instruction. The goals are to (a) provide communication boards, (b) complete facilitator training, and (c) promote the program. To accomplish these goals, four communication boards were created and provided to all public libraries in London, Ontario. A train-the-trainer model was employed to ensure that all members of the library staff were familiar with the boards and aware of strategies to communicate more effectively with individuals who use AAC. Marketing materials were sent to potential stakeholders. The success of the program in meeting these three goals is highlighted.
C1 [Shepherd, Tracy A.; McDougall, Stacy] Thames Valley Childrens Ctr, London, ON N6C 5Y6, Canada.
RP Shepherd, T (reprint author), Thames Valley Childrens Ctr, 779 Base Line Rd E, London, ON N6C 5Y6, Canada.
EM tracy.shepherd@tvcc.on.ca
CR Batorowicz B, 2006, AUGMENT ALTERN COMM, V22, P178, DOI 10.1080/07434310500468498
Bickenbach JE, 1999, SOC SCI MED, V48, P1173, DOI 10.1016/S0277-9536(98)00441-9
Blackstone S., 2003, SOCIAL NETWORKS COMM
BLOOMBERG K, 2004, ISAAC B, V78, P13
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Caldwell L. L., 1990, CANADIAN J COMMUNITY, V9, P111
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GORENFLO CW, 1991, J SPEECH HEAR RES, V34, P19
Kent-Walsh J, 2005, AUGMENT ALTERN COMM, V21, P195, DOI 10.1080/07434610400006646
King GA, 2004, AM J ORTHOPSYCHIAT, V74, P72, DOI 10.1037/0002-9432.74.1.72
LIGHT J, 1992, J SPEECH HEAR RES, V35, P865
*LOND PUBL LIB, 2005, LIB ALL
McNaughton D., 1989, AUGMENTATIVE ALTERNA, V5, P35, DOI 10.1080/07434618912331274946
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Parr S, 2006, TOP LANG DISORD, V26, P189
Raghavendra P, 2007, AUGMENT ALTERN COMM, V23, P349, DOI 10.1080/07434610701535905
Raphael D., 1996, INT J DISABIL DEV ED, V43, P25, DOI 10.1080/0156655960430103
SCHLOSSER R, 1996, 7 BIENN C INT SOC AU
Togher L, 2006, TOP LANG DISORD, V26, P199
UPIAS, 1976, FUND PRINC DIS
World Health Organisation, 2001, INT CLASS FUNCT DIS
NR 23
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 313
EP 322
DI 10.1080/07434610802467297
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600005
PM 19023753
ER
PT J
AU Binger, C
Kent-Walsh, J
Berens, J
Del Campo, S
Rivera, D
AF Binger, Cathy
Kent-Walsh, Jennifer
Berens, Jacqueline
Del Campo, Stephanie
Rivera, Donna
TI Teaching Latino Parents to Support the Multi-Symbol Message Productions
of their Children who Require AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE Aided AAC Modeling; Augmentative and Alternative Communication AAC;
Cognitive Strategy; Intervention; Latino; Literacy; Multicultural;
Storybooks; Symbol Combinations; Two-word Utterances
ID ALTERNATIVE COMMUNICATION; INTERVENTION; INDIVIDUALS; PRESCHOOLERS;
STRATEGIES; MODEL
AB Many children who require augmentative and alternative communication (AAC) have difficulties shifting from the single- to multi-symbol stage of language development. Ensuring that children who use AAC receive evidence-based interventions to address this problem is critical. Furthermore, there has been little AAC treatment efficacy research to date that addresses the needs of multicultural populations, particularly those of Latino children who use AAC and their families. To address these issues, the current investigation used a mixed methodology, which included a focus group to determine if any changes needed to be made to an existing instructional program; and a single subject, multiple probe, across participants design to evaluate the effects of a caregiver instructional program on the multi-symbol utterance productions of Latino children who used AAC. Specifically, a cognitive strategy instructional approach that has been used to teach turn-taking skills to both Caucasian and African American children who use AAC was modified and used to teach caregivers how to support the production of their children's multi-symbol messages. In order to foster emergent literacy skills, caregivers implemented the strategy during book reading activities. Focus group results revealed that changes to the instructional program may be required for some Latino families. With regard to the instructional program, all caregivers successfully learned to use the instructional strategy, and all children increased their use of multi-symbol messages. Research and clinical implications of the findings are discussed.
C1 [Binger, Cathy; Kent-Walsh, Jennifer; Berens, Jacqueline; Del Campo, Stephanie; Rivera, Donna] Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
[Binger, Cathy; Berens, Jacqueline; Del Campo, Stephanie; Rivera, Donna] Univ New Mexico, Albuquerque, NM 87131 USA.
[Kent-Walsh, Jennifer] Univ Cent Florida, Orlando, FL 32816 USA.
RP Binger, C (reprint author), Dept Speech & Hearing Sci, 1700 Lomas NE,MSC01 1195,1 Univ New Mexico, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
CR American Speech-Language-Hearing Association, 2000, GUID ROL RESP SCH BA
Basil Carmen, 1992, AAC (Augmentative and Alternative Communication), V8, P188, DOI 10.1080/07434619212331276183
BASIL C, 1996, AUGMENTATIVE ALTERNA
Battle D. E., 2002, COMMUNICATION DISORD
Bedrosian J. L., 1999, AUGMENTATIVE ALTERNA, V15, P45, DOI 10.1080/07434619912331278565
Binger C, 2006, LANG SPEECH HEAR SER, V37, P200, DOI 10.1044/0161-1461(2006/022)
Binger C, 2008, AUGMENT ALTERN COMM, V24, P123, DOI 10.1080/07434610701830587
Binger C, 2007, AUGMENT ALTERN COMM, V23, P30, DOI 10.1080/07434610600807470
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Creswell J. W., 2005, ED RES PLANNING COND, V2nd
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Morgan D.L., 1997, FOCUS GROUPS QUALITA
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NR 44
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2008
VL 24
IS 4
BP 323
EP 338
DI 10.1080/07434610802130978
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 375DS
UT WOS:000261094600006
PM 18608143
ER
PT J
AU Light, J
Page, R
Curran, J
Pitkin, L
AF Light, Janice
Page, Rebecca
Curran, Jennifer
Pitkin, Laura
TI Children's ideas for the design of AAC Assistive technologies for young
children with complex communication needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE assistive technology; augmentative and alternative communication (AAC);
children; design specifications; participatory design; preferences
ID PERFORMANCE
AB This study examined children's preferences and priorities for the design of assistive technologies to enhance communication for children with complex communication needs. Six children without disabilities were provided with drawing and craft materials and were asked to develop low-tech prototypes of inventions to support the communication of a young child who had significant speech and motor impairments. The design process and the inventions were analyzed using qualitative methods. Results showed that the children's inventions differed significantly from the designs of current AAC technologies. Their inventions were not simply speech prostheses; rather, they integrated multiple functions (e.g., communication, social interaction, companionship, play, artistic expression, telecommunications) and provided dynamic contexts to support social interactions with others, especially peers. The children characterized the systems as companions and utilized innovative names, bright colors, lights, transformable shapes, popular themes, humor, and amazing accomplishments to capture interest, enhance appeal, build self-esteem, and establish a positive social image. The systems were easily personalized to reflect the user's age, personality, attitude, interests, and preferences. Re-designing AAC technologies to incorporate these types of functions and features may increase their appeal and make them easier for young children to learn and use. Results are discussed with reference to implications for future research and development.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Light, J (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg,Univ Pk, University Pk, PA 16802 USA.
EM jc14@psu.edu
CR Drager KDR, 2003, J SPEECH LANG HEAR R, V46, P298, DOI 10.1044/1092-4388(2003/024)
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NR 24
TC 13
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 274
EP 287
DI 10.1080/07434610701390475
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600003
PM 17852057
ER
PT J
AU Dark, L
Balandin, S
AF Dark, Leigha
Balandin, Susan
TI Prediction and selection of vocabulary for two leisure activities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE vocabulary; prediction; selection; leisure; AAC
ID EXTENDED COMMUNICATION SAMPLES; AUGMENTED COMMUNICATORS
AB People who use augmentative or alternative communication (AAC) need access to a relevant, socially valid vocabulary if they are to communicate successfully in a variety of contexts. Many people with complex communication needs who utilize some form of high technology or low technology AAC rely on others to predict and select vocabulary for them. In this study the ability of one speech pathologist, nine leisure support workers, and six people with cerebral palsy to accurately predict context-specific vocabulary was explored. Participants predicted vocabulary for two leisure activities - sailing session and Internet cafe - using the blank page method of vocabulary selection to identify the vocabulary items they considered important for each activity. This predicted vocabulary was then compared with the actual vocabulary used in each of the activities. A total of 187 (68%) of the words predicted for the sailing session were used during recorded conversations, with 88 words (32%) not appearing in the recorded samples. During the visit to the Internet cafe only 104 (47%) of the words predicted occurred in the recorded samples, with 117 words (53%) not occurring at all. These results support the need to socially validate any vocabulary in order to ensure that it is relevant and useful for the person using the AAC system.
C1 Univ Sydney, Sydney, NSW 2006, Australia.
RP Dark, L (reprint author), SLP, Spast Ctr, POB 1354,Stockland Mall, Wetherill Pk, NSW 2164, Australia.
EM ldark@tscnsw.org.au
CR ADAMSON LB, 1992, J SPEECH HEAR RES, V35, P1333
Balandin S., 1999, AUGMENTATIVE ALTERNA, V15, P95, DOI DOI 10.1080/07434619912331278605
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BALANDIN S, 2001, ADV SPEECH LANGUAGE, V3, P1
Balandin S., 1998, AUGMENTATIVE ALTERNA, V14, P131, DOI DOI 10.1080/07434619812331278316
Balandin S., 1998, AUGMENTATIVE ALTERNA, V14, P147, DOI [10.1080/07434619812331278326, DOI 10.1080/07434619812331278326]
BALANDIN S, 1995, THESIS MACQUARIE U S
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NR 34
TC 4
Z9 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 288
EP 299
DI 10.1080/07434610601152140
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600004
PM 17852052
ER
PT J
AU Bruce, SM
Vargas, C
AF Bruce, Susan M.
Vargas, Claudia
TI Intentional communication acts expressed by children with severe
disabilities in high-rate contexts
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE intentional communication acts; ICAs; rate of communication;
initiations; activity; deafblind; physical disabilities; autism
AB The purpose of this study was to identify the rates of communication expressed by 17 children with severe disabilities in high-rate school contexts while piloting a new coding system for intentional communication acts (ICAs). The following nine characteristics were used when coding ICAs expressed in both child initiated and adult initiated communicative interactions: joint attention.. form of communication, use of pause, persistence, repetition, repair, expression of pleasure or displeasure when understood or misunderstood, expression of pleasure or displeasure to communication partner's message, and evidence of comprehension. Children communicated 1.7-8.0 ICAs per minute in the highest rate contexts. Nine of the 34 high-rate contexts were speech clinical sessions, six were activities that included eating, 30 were familiar activities, and four were novel activities.
C1 Boston Coll, Dept Teacher Educ Special Educ Curriculum & Instr, Chestnut Hill, MA 02467 USA.
RP Bruce, SM (reprint author), Boston Coll, Dept Teacher Educ Special Educ Curriculum & Instr, 120 Campion Hall,140 Commonwealth Ave, Chestnut Hill, MA 02467 USA.
EM Susan.bruce@bc.edu
CR BLOOM L, 1993, TRANSITION INFANCY L, P79, DOI 10.1017/CBO9780511752797.006
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NR 32
TC 7
Z9 7
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 300
EP 311
DI 10.1080/07434610601179960
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600005
PM 17852056
ER
PT J
AU Larsson, I
Thoren-Jonsson, AL
AF Larsson, Inger
Thoren-Jonsson, Anna-Lisa
TI The Swedish speech interpretation service: An exploratory study of a new
communication support provided to people with aphasia
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE aphasia; rehabilitation; augmentative and alternative communication;
communication device; consumer; interpretation service; participation;
qualitative research
ID QUALITY-OF-LIFE; SPEAKING; PARTNERS; ADULTS
AB Until recently, people with complex communication needs have had no access to professional interpreters. The Swedish Speech Interpretation Service (SSIS) is attempting to address this problem. This qualitative study reports on how 12 persons with aphasia experienced the services of a professional interpreter from the SSIS. The results are presented in two themes: (a) The purpose of using an interpreter, which addresses issues relating to autonomy, privacy, and burden on family members; and (b) perceptions of quality of service, which addresses issues relating to the skills and professionalism of and accessibility to interpreters. Results highlight the ongoing need for the SSIS and its importance to the participants. The professional interpreter as an augmentative and alternative communication (AAC) "tool" that could be used to enhance the participation of people with aphasia in the community-at-large, is also discussed; as is whether relatives and other non-professionals or professional interpreters should interpret for people with aphasia.
C1 Univ Gothenburg, Sahlgrenska Aca, Inst Neurosci & Physiol, Gothenburg, Sweden.
RP Larsson, I (reprint author), Jarntorget 8, S-41304 Gothenburg, Sweden.
EM inger.ma.larsson@vgregion.se
CR AHLSEN E, 1993, J PRAGMATICS, V19, P57, DOI 10.1016/0378-2166(93)90070-6
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Kvale S., 1996, INTERVIEWS
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LEDORZE G, 1995, APHASIOLOGY, V9, P239
Lincoln Y. S., 1985, NATURALISTIC INQUIRY
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Strauss A., 1998, BASICS QUALITATIVE R
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World Health Organisation, 2001, INT CLASS FUNCT DIS
Worrall LE, 2003, APHASIOLOGY, V17, P329, DOI 10.1080/02687030244000699
NR 31
TC 5
Z9 5
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 312
EP 322
DI 10.1080/07434610601180026
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600006
PM 17999245
ER
PT J
AU Lund, SK
Light, J
AF Lund, Shelley K.
Light, Janice
TI Long-term outcomes for individuals who use augmentative and alternative
communication: Part III - Contributing factors
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV, 2002
CL NEW ORLEANS, LA
SP Amer Speech Language Hearing Assoc
DE augmentative and alternative communication; cerebral palsy; outcomes;
family perspective; qualitative research
ID INTERNATIONAL CLASSIFICATION; DISABILITY; SYSTEMS; HEALTH
AB In order to improve outcomes for individuals who use augmentative and alternative communication (AAC), it is important to understand what factors contribute to or detract from positive outcomes. Seven young men who had used AAC systems for at least 15 years, their family members, and professionals who had worked with them, participated in the study. Qualitative interviews were used to identify contextual factors that may have contributed (both positively and negatively) to the young men's outcomes. Factors that impeded positive outcomes included: attitude barriers, cultural differences, technological barriers, and service delivery limitations. Contributions to positive outcomes included: community support, parent and family support, personal characteristics, and appropriate and high-quality AAC services. The results are discussed with implications for clinical practice and directions for future research.
C1 Univ Wisconsin, Dept Commun Sci & Disorders, Milwaukee, WI 53201 USA.
Penn State Univ, University Pk, PA 16802 USA.
RP Lund, SK (reprint author), Univ Wisconsin, Dept Commun Sci & Disorders, POB 413, Milwaukee, WI 53201 USA.
EM sklund@umn.edu
CR Angelo D., 1995, AUGMENTATIVE ALTERNA, V11, P193, DOI 10.1080/07434619512331277319
Angelo D., 1996, AUGMENTATIVE ALTERNA, V12, P13, DOI 10.1080/07434619612331277438
Balandin S, 1998, AUGMENTATIVE ALTERNA, V14, P239, DOI 10.1080/07434619812331278416
Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
Beukelman D., 1991, AUGMENTATIVE ALTERNA, V7, P2, DOI 10.1080/07434619112331275633
BLACKSTONE S, 1995, AUGMENTATIVE COMMUNI, V8, P1
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Clarke M, 2001, INT J LANG COMM DIS, V36, P107, DOI 10.1080/13682820150217590
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GIVNER CC, 1995, INCLUSIVE HETEROGENE, P41
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Lund S. K., 2001, Fifteen years later: Long-term outcomes for individuals who use augmentative and alternative communication
Lund SK, 2006, AUGMENT ALTERN COMM, V22, P284, DOI 10.1080/07434610600718693
Lund SK, 2007, AUGMENT ALTERN COMM, V23, P1, DOI 10.1080/07434610600720442
Marshall J., 2004, AUGMENTATIVE ALTERNA, V20, P194, DOI DOI 10.1080/07434610400010960
McCall F, 1997, EUR J DISORDER COMM, V32, P235
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McNaughton D., 2001, AUGMENTATIVE ALTERNA, V17, P179, DOI 10.1080/714858088
Mirenda P., 1993, AUGMENTATIVE ALTERNA, V9, P3, DOI [10.1080/07434619312331276361, DOI 10.1080/074346193]
Parette HP, 2001, EDUC TRAIN MENT RET, V36, P69
Parnes P., 1985, AUGMENTATIVE ALTERNA, V1, P74, DOI DOI 10.1080/07434618512331273561
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Schneidert M, 2003, DISABIL REHABIL, V25, P588, DOI 10.1080/0963828031000137090
Simeonsson RJ, 2003, INT J AUDIOL, V42, pS2
Simpson K., 1998, AUGMENTATIVE ALTERNA, V14, P212, DOI 10.1080/07434619812331278386
SMITHLEWIS M, 1987, AUGMENTATIVE ALTERNA, V3, P12, DOI 10.1080/07434618712331274199
Strauss AL, 1987, QUALITATIVE ANAL SOC
Sutherland DE, 2005, AUGMENT ALTERN COMM, V21, P295, DOI 10.1080/07434610500103483
Thousand JS, 1992, RESTRUCTURING CARING, P73
Vaughn S., 1996, FOCUS GROUP INTERVIE
World Health Organisation, 2001, INT CLASS FUNCT DIS
Wormnaes S., 2004, AUGMENTATIVE ALTERNA, V20, P30, DOI [10.1080/07434610310001629571, DOI 10.1080/07434610310001629571]
Yin RK, 1994, CASE STUDY RES DESIG, V2nd
NR 45
TC 20
Z9 22
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 323
EP 335
DI 10.1080/02656730701189123
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600007
PM 17852054
ER
PT J
AU Clarke, M
Wilkinson, R
AF Clarke, Michael
Wilkinson, Ray
TI Interaction between children with cerebral palsy and their peers 1:
Organizing and understanding VOCA use
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT 12th Biennual Conference of the
International-Society-for-Augmentative-and-Alternative-Communication
CY JUL 29-AUG 05, 2006
CL Dusseldorf, GERMANY
DE augmentative and alternative communication; voice output communication
aids; children; peer interaction; conversation analysis
ID COMMUNICATION; CONVERSATION; ORGANIZATION; REPAIR
AB This paper is the first in a series of two that use the principles and practices of Conversation Analysis (CA) in an examination of voice output communication aid (VOCA) use in two conversations, each involving a child with cerebral palsy with complex communication needs who used a VOCA and a peer without complex communication needs. The primary theme of this paper concerns how VOCA use is incorporated into children's peer interactions. A significant feature of each dyad is the way in which naturally speaking partners organized specific locations within the conversation for the production of VOCA-mediated turns. Such practices provide frameworks within which VOCA-mediated contributions can be understood. Issues concerned with asymmetries in children's peer interaction are discussed.
C1 UCL, Dept Human Commun Sci, London WC1E 7DP, England.
RP Clarke, M (reprint author), UCL, Dept Human Commun Sci, Remax House,31-32 Alfred Pl, London WC1E 7DP, England.
EM m.clarke@ucl.ac.uk
CR Atkinson J. M., 1984, STRUCTURES SOCIAL AC
Bishop D. V. M., 2003, TEST RECEPTION GRAMM
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Buzolich M. J., 1995, AUGMENTATIVE ALTERNA, V11, P37, DOI 10.1080/07434619512331277129
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NR 41
TC 19
Z9 19
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 336
EP 348
DI 10.1080/07434610701390350
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600008
PM 17999246
ER
PT J
AU Raghavendra, P
Bornman, J
Granlund, M
Bjorck-Akesson, E
AF Raghavendra, Parimala
Bornman, Juan
Granlund, Mats
Bjorck-Akesson, Eva
TI The World Health Organization's International Classification of
Functioning, Disability and Health: Implications for clinical and
research practice in the field of augmentative and alternative
communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); clinical practice;
International Classification of Functioning; Disability and Health
(ICF); International Classification of Functioning; Disability and
Health-Child and Youth version (ICF-CY); research; World Health
Organization (WHO)
ID PARTICIPATION; ICF; ENVIRONMENT; CHILDREN
AB In 2001, the World Health Organization (WHO) ratified and published a new classification system, the International Classification of Functioning, Disability and Health (ICF). There has been a varying amount of discussion and debate across the health and disability fields about what the ICE means and what it has to offer. However, there has been little discussion of its use and value in the field of augmentative and alternative communication (AAC). This article describes the earlier International Classification of Impairments, Disabilities, and Handicaps (ICIDH), upon which the current ICF was based; and outlines the ICE and the preliminary, derived Child and Youth version of the ICE (ICF-CY). The article also proposes what the ICE has to offer the AAC field, from both a clinical and research perspective; and concludes with a discussion of the advantages and challenges of using the ICF.
C1 Flinders Univ S Australia, Novita Childrens Serv, Adelaide, SA 5001, Australia.
Univ Pretoria, ZA-0002 Pretoria, South Africa.
Jon Koping Univ, Jonkoping, Sweden.
RP Raghavendra, P (reprint author), Novita Childrens Serv, POB 2438, Regency Pk, SA 5942, Australia.
EM Raghavendra@novita.org.au
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NR 59
TC 25
Z9 26
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2007
VL 23
IS 4
BP 349
EP 361
DI 10.1080/07434610701650928
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 238UQ
UT WOS:000251473600009
PM 17999247
ER
PT J
AU Lund, SK
Light, J
AF Lund, Shelley K.
Light, Janice
TI Long-term outcomes for individuals who use augmentative and alternative
communication: Part II - Communicative interaction
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); cerebral palsy;
outcomes; interaction; discourse; syntax
ID CEREBRAL-PALSIED CHILDREN; SYSTEMS TAUGHT; PERFORMANCE; SPEECH
AB This study evaluated the communicative interaction skills of seven young men (ages 19-23 years) who had used AAC systems for at least 15 years. Turn-taking patterns, use of communicative functions, and linguistic complexity were analyzed. Current performance was compared to the participants' skills when they were preschoolers and participated in another study of interaction skills (Light, 1985; Light, Collier, & Parnes, 1985a,b,c). Results indicated that the turn distribution between partners was more equitable than it had been when the participants were preschoolers; five of the participants approached reciprocity in turn taking during at least two of the interactions observed. During interactions with their caregivers, the participants fulfilled most of their obligatory turns and more than half of their nonobligatory turns. The communicative functions used most frequently by the participants were confirmations/denials and provisions of information. Three of the participants demonstrated the ability to use complete and complex syntax and committed few errors in grammar, while the other four participants demonstrated many syntactic errors. The results are discussed with implications for clinical practice and directions for future research.
C1 Univ Wisconsin, Dept Commun Sci & Disorders, Milwaukee, WI 53201 USA.
Penn State Univ, University Pk, PA 16802 USA.
RP Lund, SK (reprint author), Univ Wisconsin, Dept Commun Sci & Disorders, POB 413, Milwaukee, WI 53201 USA.
EM sklund@uwm.edu
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Dunn L. M., 1981, PEABODY PICTURE VOCA
Harris D., 1982, TOP LANG DISORD, V2, P21
Kelford Smith A., 1989, AUGMENTATIVE ALTERNA, V5, P115, DOI 10.1080/07434618912331275096
Light J, 1985, AUGMENTATIVE ALTERNA, V4, P125, DOI 10.1080/07434618512331273621
Light J., 1985, AUGMENTATIVE ALTERNA, V1, P98, DOI 10.1080/07434618512331273561
LIGHT J, 1992, J SPEECH HEAR RES, V35, P865
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Lund S. K., 2001, Fifteen years later: Long-term outcomes for individuals who use augmentative and alternative communication
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NR 28
TC 16
Z9 16
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 1
EP 15
DI 10.1080/07434610600720442
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100001
PM 17364484
ER
PT J
AU Hart, P
Scherz, J
Apel, K
Hodson, B
AF Hart, Pamela
Scherz, Julie
Apel, Kenn
Hodson, Barbara
TI Analysis of spelling error patterns of individuals with complex
communication needs and physical impairments
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; augmentative; spelling; literacy; physical impairment; complex
communication needs
ID SEVERE SPEECH; CHILDREN; INSTRUCTION; LITERACY; INTERVENTION; AWARENESS;
LANGUAGE; ABILITY; READ
AB The purpose of this study was to examine the relationships between patterns of spelling error and related linguistic abilities of four persons with complex communication needs and physical impairments, compared to younger individuals without disabilities matched by spelling age. All participants completed a variety of spelling and linguistic tasks to determine overall spelling age, patterns of spelling errors, and abilities across phonemic, orthographic, and morphological awareness. Performance of the spelling-age matched pairs was similar across most of the phonemic, orthographic, and morphological awareness tasks. Analysis of the participants' spelling errors, however, revealed different patterns of spelling errors for three of the spelling-age matched pairs. Within these three pairs, the participants with complex communication needs and physical impairments made most of their spelling errors due to phonemic awareness difficulties, while most of the errors on the part of the participants without disabilities were due to orthographic difficulties. The results of this study lend support to the findings of previous investigations that reported difficulties among individuals with complex communication needs and physical impairments evidence when applying phonemic knowledge to literacy tasks.
C1 Cent Missouri State Univ, Warrensburg, MO 64093 USA.
Wichita State Univ, Wichita, KS 67260 USA.
Florida State Univ, Tallahassee, FL 32306 USA.
RP Hart, P (reprint author), Cent Missouri State Univ, Martin 35, Warrensburg, MO 64093 USA.
EM phart@cmsu.edu
CR Adams M. J., 1990, BEGINNING READ THINK
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Smith A. K., 1993, AUGMENTATIVE ALTERNA, V9, P10, DOI 10.1080/07434619312331276371
SMITH M M, 1992, AAC (Augmentative and Alternative Communication), V8, P57, DOI 10.1080/07434619212331276043
STRATTMAN K, 2001, THESIS WICHITA STATE
Sturm JM, 2004, TOP LANG DISORD, V24, P76
Treiman R., 1993, BEGINNING SPELL STUD
Vandervelden M., 1999, AUGMENTATIVE ALTERNA, V15, P191, DOI DOI 10.1080/07434619912331278725
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Venezky R., 1999, AM WAY SPELLING
NR 48
TC 3
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 16
EP 29
DI 10.1080/07434610600802737
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100002
PM 17364485
ER
PT J
AU Binger, C
Light, J
AF Binger, Cathy
Light, Janice
TI The effect of aided AAC modeling on the expression of multi-symbol
messages by preschoolers who use AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE aided AAC modeling; aided language stimulation; augmentative and
alternative communication; augmented input; message length;
semantic-syntactic development; preschoolers; two-symbol utterances
ID CHILDREN; COMMUNICATION
AB A single subject, multiple probe design across participants was used to evaluate the impact of using aided AAC modeling to support multi-symbol message production. Five preschoolers (three who used voice output communication systems, two who used non-electronic communication boards) participated in the study. Aided AAC models were provided by pointing to two symbols on the child's aided AAC system and then providing a grammatically complete spoken model while engaging in play activities. Four of the five preschoolers learned to consistently produce multi-symbol messages; the fifth did not demonstrate consistent gains. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
C1 Univ New Mexico, Dept Speech & Hearing Sci, Albuquerque, NM 87131 USA.
Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Binger, C (reprint author), Univ New Mexico, Dept Speech & Hearing Sci, 1700 Lomas NE,MSC01 1195, Albuquerque, NM 87131 USA.
EM cbinger@unm.edu
CR Carrow-Woolfolk E., 1999, TEST AUDITORY COMPRE
Dowden P. A, 1997, AUGMENTATIVE ALTERNA, V13, P48, DOI DOI 10.1080/07434619712331277838
Fenson L, 1993, MACARTHUR COMMUNICAT
FEY ME, 1993, J SPEECH HEAR RES, V36, P141
Goossens C., 1989, AUGMENTATIVE ALTERNA, V5, P14, DOI 10.1080/07434618912331274926
Harris MD, 2004, AM J SPEECH-LANG PAT, V13, P155, DOI 10.1044/1058-0360(2004/016)
HUSTAD KC, 2000, AUGMENTATIVE ALTERNA
Johnson R., 1994, PICTURE COMMUNICATIO
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Kazdin A. E., 1982, SINGLE CASE RES DESI
KENTWALSH J, 2003, THESIS PENN STATE U
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MCDONALD ET, 1973, J SPEECH HEAR RES, V38, P73
McReynolds L. V., 1983, SINGLE SUBJECT EXPT
Miller J. F., 1995, CLIN ASSESSMENT LANG
Owens Jr R. E., 2001, LANGUAGE DEV INTRO
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Reichle J., 1991, IMPLEMENTING AUGMENT
RETHERFORD KS, 1981, J CHILD LANG, V8, P583, DOI 10.1017/S0305000900003445
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Schlosser R. W., 1999, AUGMENTATIVE ALTERNA, V15, P234, DOI 10.1080/07434619912331278775
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Tawney J. W., 1984, SINGLE SUBJECT RES S
NR 32
TC 26
Z9 29
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 30
EP 43
DI 10.1080/07434610600807470
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100003
PM 17364486
ER
PT J
AU Stephenson, J
AF Stephenson, Jennifer
TI The effect of color on the recognition and use of line drawings by
children with severe intellectual disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); severe disability;
children; symbols; line drawings
AB Line drawings are commonly used as communication symbols for individuals with severe intellectual disabilities. This study investigated the effect of color on the recognition and use of line drawings by young children with severe intellectual disabilities and poor verbal comprehension who were beginning picture users. Drawings where the color of the picture matched the object and where the color of the drawing did not match the object were used, as well as black and white line drawings. Tentative findings suggest that some students with intellectual disabilities may find it more difficult to recognize and line drawings where the color does not match the object compared to line drawings where the color of the drawing does match the color of the object.
C1 Macquarie Univ, Special Educ Ctr, N Ryde, NSW 2109, Australia.
RP Stephenson, J (reprint author), Macquarie Univ, Special Educ Ctr, N Ryde, NSW 2109, Australia.
EM jennifer.stephenson@speced.sed.mq.edu.au
CR Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
Bovet D, 2000, BEHAV BRAIN RES, V109, P143, DOI 10.1016/S0166-4328(00)00146-7
BRADY N C, 1991, AAC (Augmentative and Alternative Communication), V7, P112, DOI 10.1080/07434619112331275773
Brady NC, 1998, RES DEV DISABIL, V19, P409, DOI 10.1016/S0891-4222(98)00014-6
COMPIC, 1994, COMPIC DICT
DANNEMILLER JL, 1998, PERCEPTUAL CONSTANCY
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NR 28
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
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BP 44
EP 55
DI 10.1080/07434610600924457
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100004
PM 17364487
ER
PT J
AU Light, J
McNaughton, D
Krezman, C
Williams, M
Gulens, M
Galskoy, A
Umpleby, M
AF Light, Janice
McNaughton, David
Krezman, Carole
Williams, Michael
Gulens, Maija
Galskoy, Alix
Umpleby, Marleah
TI The AAC mentor project: Web-based instruction in sociorelational skills
and collaborative problem solving for adults who use augmentative and
alternative communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; internet; instruction;
intervention; adult; mentor; problem solving; sociorelational; strategy
AB In this study, we investigated the effects of a self-paced instructional program, delivered via an accessible website, to teach sociorelational skills and collaborative problem-solving skills to adults with cerebral palsy who used augmentative and alternative communication (AAC). The instruction was designed to prepare participants to serve as mentors, in an Internet-based mentor program, for adolescents and young adults who also used AAC (Light & McNaughton, 2002). The effect of the training program was evaluated in two separate studies utilizing single-subject multiple probe designs: Study 1 investigated the effects of Lesson 1 of the web-based instructional program on the acquisition of sociorelational skills by six adults who used AAC; and, Study 2 focused on the effects of Lesson 2 on the acquisition of collaborative problem-solving skills by 15 adults who used AAC. All participants in Study 1 successfully acquired the target sociorelational skills to help them establish positive mentorin& relationships with their proteges, and all participants in Study 2 acquired the collaborative problem-solving skills to support proteges in overcoming challenges in their lives and attaining goals. Results are discussed, along with implications for practice and directions for future research.
C1 Penn State Univ, University Pk, PA 16802 USA.
Augmentat Commun Inc, Monterey, CA 93940 USA.
RP Light, J (reprint author), Penn State Univ, 110 Moore Bldg,Univ Pk, University Pk, PA 16802 USA.
EM JCL4@psu.edu
RI McNaughton, David/G-4822-2010
CR Agran M., 1999, TEACHING PROBLEM SOL
BLOOM M, 1995, EVALUATING PRACTICE
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NR 42
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 56
EP 75
DI 10.1080/07434610600924499
PG 20
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100005
PM 17364488
ER
PT J
AU McCoy, KF
Bedrosian, JL
Hoag, LA
Johnson, DE
AF McCoy, Kathleen F.
Bedrosian, Jan L.
Hoag, Linda A.
Johnson, Dallas E.
TI Brevity and speed of message delivery trade-offs in augmentative and
alternative communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; attitudes; communicative
competence; communicative interaction; model; theory
AB This study is the third in a series of studies that have concentrated on utterance-based systems-which allow the relatively quick selection of full sentences-and investigated tradeoffs faced by users of such systems when there is a pragmatic mismatch between the prestored sentence and the current discourse context. While the previous studies focused on trade-offs between speed of message delivery and either relevance or informativeness, this study investigated the effects of trade-offs between speed of message delivery and brevity on public attitudes. Participating were 96 sales clerks who viewed scripted, videotaped trade-off message conditions in the context of a bookstore interaction and completed a questionnaire designed to assess their attitudes toward customers who used utterance-based systems and his or her communication. Significantly higher mean ratings were found for the trade-off condition involving the quickly delivered message with repetition when compared to each of the slowly delivered, non-repetitive message conditions (i.e., with and without a preceding conversational floorholder). Implications regarding the model of conversational trade-off choices and its technological applications are discussed.
C1 Univ Delaware, Newark, DE 19716 USA.
Western Michigan Univ, Kalamazoo, MI 49008 USA.
Kansas State Univ, Manhattan, KS 66506 USA.
RP McCoy, KF (reprint author), Univ Delaware, 103 Smith Hall, Newark, DE 19716 USA.
EM mccoy@cis.udel.edu
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[Anonymous], 2000, AM HERITAGE DICT ENG
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NR 36
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 76
EP 88
DI 10.1080/07434610600924515
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100006
PM 17364489
ER
PT J
AU O'Keefe, BM
Kozak, NB
Schuller, R
AF O'Keefe, Bernard M.
Kozak, Natalie Bahry
Schuller, Reinhard
TI Research priorities in augmentative and alternative communication as
identified by people who use AAC and their facilitators
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; AAC; focus groups; people
who use AAC; facilitators; consumer perspectives
AB Two focus groups comprised of adults who used AAC and two focus groups comprised of adult AAC facilitators in Ontario, Canada were asked to identify their own AAC research priorities and to state their levels of agreement with previously identified research priorities in AAC. Members of the focus group who used AAC had physical disabilities since birth except one participant who became disabled at age 2 years. Using focus group methodology and analysis, the participants were asked to generate their own AAC research priorities. A questionnaire and Likert-type scale was used to determine their levels of agreement with six research priorities set a decade earlier by a group of AAC researchers sponsored by the United States-based National Institute of Deafness and other Communication Disorders (NIDCD). Focus group members stressed the importance of (a) preparing people who use AAC to succeed in situations such as maintaining friendships, dating, and finding jobs; (b) improving service delivery of their AAC devices; (c) improving technology in high tech and low tech devices; (d) increasing public awareness of people who use AAC; (e) improving methods of teaching reading skills to people who use AAC; and (f) improving AAC communications training for all healthcare professionals.
C1 Univ Toronto, Toronto, ON M5G 1V7, Canada.
W Pk Healthcare Ctr, Toronto, ON, Canada.
RP O'Keefe, BM (reprint author), Univ Toronto, 500 Univ Ave,Room 1058, Toronto, ON M5G 1V7, Canada.
EM bernard.okeefe@sympatico.ca; natalie.kozak@tdsb.on.ca
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NR 28
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2007
VL 23
IS 1
BP 89
EP 96
DI 10.1080/07434610601116517
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 143UO
UT WOS:000244752100007
PM 17364490
ER
PT J
AU McCarthy, J
Light, J
McNaughton, D
AF McCarthy, John
Light, Janice
McNaughton, David
TI The effects of Internet-based instruction on the social problem solving
of young adults who use augmentative and alternative communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE problem solving; augmentative and alternative communication; computer
instruction; distance learning
ID LEARNING-DISABILITIES; SKILLS; STRATEGIES; STUDENTS; ISSUES
AB Individuals with disabilities who require augmentative and alternative communication ( AAC) systems typically face considerable challenges in their educational, vocational, and living situations. Developing effective problem solving skills is important to maximizing outcomes. Current problem-solving programs do not address the unique needs of individuals who use AAC in terms of instructional content and instructional format. The current study implemented a single-subject, multiple probe across subjects design to investigate the effects of an online instructional program designed to teach problem solving to young adults who use AAC. The participants were taught to: ( a) describe the problem; ( b) outline many possible solutions to the problem; ( c) identify the outcomes of the top two solutions; and ( d) take action with the best solution. All five participants ( ages 18 - 20) successfully completed the program and learned to implement the elements of effective problem solving in their solutions to hypothetical problems with at least 80% accuracy after instruction. Furthermore, participants demonstrated evidence that they could generalize the strategy to problems in their own lives and that they could maintain their skills in implementing the strategy at least 3 months after the instructional program was completed. Results, implications for practice, limitations, and future research directions are discussed.
C1 Penn State Univ, University Pk, PA 16802 USA.
RP McCarthy, J (reprint author), Ohio Univ, Sch Hearing Speech & Language Sci, W218 Grover Ctr, Athens, OH 45701 USA.
EM mccarthj@ohio.edu
RI McNaughton, David/G-4822-2010
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NR 39
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
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BP 100
EP 112
DI 10.1080/07434610600720426
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900002
PM 17487624
ER
PT J
AU Ellis, V
AF Ellis, Veronica
TI The narrative matrix and wordless narrations: A research note
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE research note; methodology; non-speaking; preverbal; narrative; wordless
AB Preverbal and non-speaking children are able to share an experience, recount an event, and tell a story in collaboration with an intimate adult who provides the words. These children's narrative expressions take the form of gestures, sounds not recognizable as standard language, the combination of sounds and gestures, and sequenced actions. These narrative forms are understood by the parent or intimate adult because child and adult dwell within a shared narrative matrix, defined by personal, social, temporal, and spatial aspects of life together. In this article, narrative inquiry is presented as a research methodology that may be of interest to the augmentative and alternative communication ( AAC) community. In addition, examples are presented.
C1 Univ Toronto, Toronto, ON, Canada.
RP Ellis, V (reprint author), 74 MacLean Ave, Toronto, ON M4E 3A2, Canada.
EM vellis@ryerson.ca
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NR 56
TC 2
Z9 2
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 113
EP 125
DI 10.1080/07434610600931858
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900003
PM 17487625
ER
PT J
AU Bryen, DN
Potts, BB
Carey, AC
AF Bryen, Diane Nelson
Potts, Blyden B.
Carey, Allison C.
TI So you want to work? What employers say about job skills, recruitment
and hiring employees who rely on AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; employment
ID SEARCH
AB In order to better understand employer perspectives with respect to hiring and working with people who use AAC and the kinds of employment barriers they believe exist for these individuals, a study into the job requirements, recruitment processes, and hiring processes of 27 employers in the United States was conducted. Interviews with the 27 employers focused on 48 jobs in 25 unique categories, many of which had previously been identified as desirable by 38 adults who used AAC ( some of whom were employed and some of whom were seeking employment). Findings suggest that, while level of education is still important to employers, skills such as time management, problem solving, communication, use of an understandable and standard voice, and basic technology may be even more so. The study also found that having an effective job-related network is important, as is the ability to provide credible references and do well during in-person interviews with potential employers.
C1 Temple Univ, Inst Disabil, Philadelphia, PA 19122 USA.
Shippensburg Univ, Shippensburg, PA 17257 USA.
RP Bryen, DN (reprint author), Temple Univ, Inst Disabil, Univ Serv Bldg,Suite 610, Philadelphia, PA 19122 USA.
EM dianeb@temple.edu
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NR 23
TC 6
Z9 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 126
EP 139
DI 10.1080/07434610600991175
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900004
PM 17487626
ER
PT J
AU Higginbotham, DJ
Kim, KE
Scally, C
AF Higginbotham, D. Jeffery
Kim, Kyung-Eun
Scally, Christine
TI The effect of the communication output method on augmented interaction
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE rate; communication rate; communication aid; interaction; communicative;
discourse strategies; interface design
ID SYNTHETIC SPEECH; COMPREHENSION; RULE; INTELLIGIBILITY; MODES; ADULT;
TEAMS; AAC
AB The experiment compared the ability of a Comprehension Model versus an Interaction Model to account for the communication performance of augmented communicators. Five dyads consisting of adults without disabilities, with one participant in each dyad randomly assigned to use an augmentative communication device, engaged in ten direction-giving tasks in which the augmented communicator used either a Word Method ( i.e., spoken words only) or a Mixed Method ( i.e., mix of spoken words and letters) speech output. Results indicated an overall completion time and communication rate advantage for the Mixed Method output in most communication tasks, supporting the Interaction Model of augmented communication. The role of communication co-construction in augmented interaction and the implications of the Interaction Model for future communication device design are discussed.
C1 SUNY Buffalo, Dept Commun Sci & Disorders, Buffalo, NY 14214 USA.
Univ Cent Florida, Orlando, FL 32816 USA.
RP Higginbotham, DJ (reprint author), SUNY Buffalo, Dept Commun Sci & Disorders, 122 Cary Hall, Buffalo, NY 14214 USA.
EM cdsjeff@buffalo.edu
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NR 41
TC 7
Z9 7
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 140
EP 153
DI 10.1080/07434610601045344
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900005
PM 17487627
ER
PT J
AU Rudd, H
Grove, N
Pring, T
AF Rudd, Helen
Grove, Nicola
Pring, Tim
TI Teaching productive sign modifications to children with intellectual
disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE manual sign; intellectual disability; language development; children
ID LANGUAGE; COMBINATIONS; GESTURE
AB Research suggests that few children who are reliant on manual sign for expressive communication progress beyond a basic level of sign combinations. However, they may be capable of expressing complex meanings by changing the form of their signs. This study investigated whether children with intellectual disabilities could be taught productive use of modified signs. Eight children participated in a matrix-based intervention program to teach sign modi. cations that were contrastive, generalized, and consistent. Results indicated that modified signs could be systematically taught. There was also evidence to suggest that the children were beginning to use modified signs productively. However, it is suggested that their patterns of use were more characteristic of a gestural than a linguistic system.
C1 Waltham Forest PCT, London, England.
City Univ London, London EC1V 0HB, England.
RP Grove, N (reprint author), 61 White St, Horningsham BA12 7LH, Wilts, England.
EM drnicolagrove@aol.com
CR Bates E., 1988, 1 WORDS GRAMMAR INDI
Dunn L. M., 1997, BRIT PICTURE VOCABUL, V2nd
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GROVE N, 1995, THESIS U LONDON
Grove N, 2000, J SPEECH LANG HEAR R, V43, P309
GROVE N, 1990, AAC (Augmentative and Alternative Communication), V6, P15, DOI 10.1080/07434619012331275284
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KIERNAN C, 1983, OTHER COMMUNICATION
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NR 29
TC 2
Z9 2
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 154
EP 163
DI 10.1080/07434610601124867
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900006
PM 17487628
ER
PT J
AU Truxler, JE
O'Keefe, BM
AF Truxler, Joan E.
O'Keefe, Bernard M.
TI The effects of phonological awareness instruction on beginning word
recognition and spelling
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE word recognition; phoneme awareness; children with complex communication
needs; augmentative and alternative communication; reading and spelling
outcomes
ID PHONEMIC AWARENESS; READING-SKILLS; CHILDREN; COMMUNICATION;
KINDERGARTEN; ACQUISITION
AB This investigation examined the effects of phonological awareness instruction on four children, aged 8 - 9 years, with complex communication needs ( CCN) who used augmentative and alternative communication ( AAC). During Experiment 1 all four children acquired letter/sound correspondence and phoneme awareness at varying levels. One child reached criterion. Three children maintained their skills and one child generalized to 10 untaught letters/sounds. During Experiment 2 one of four children reached criterion in beginning word recognition and improved her post-intervention word identification. Three children increased their spelling ability. The results are interpreted within the framework of current theory and are suggestive of the skills children with complex communication needs may need in order to acquire early decoding skills.
C1 Univ Toronto, Toronto, ON, Canada.
RP Truxler, JE (reprint author), POB 10535, Zephyr Grove, NV USA.
EM jtruxler@aim.com
CR Adams M. J., 1990, BEGINNING READ
BALL EW, 1991, READ RES QUART, V26, P49, DOI 10.1598/RRQ.26.1.3
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Larsen S., 1999, TEST WRITTEN SPELLIN
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McReynolds L. V., 1983, SINGLE SUBJECT EXPT
MEDLIN V, 1975, WORD MAKING PICTURES
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Vandervelden M. C., 2001, AUGMENTATIVE ALTERNA, V17, P37, DOI 10.1080/714043366
*WIDGD SOFTW, 2004, PRINT 2 VERS 2 COMP
Woodcock R. W., 1998, WOODCOCK READING MAS
ZIMMERMAN IL, 1992, PRESCHOOL LANGUAGE, V3
NR 34
TC 8
Z9 8
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
EI 1477-3848
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 164
EP 176
DI 10.1080/07434610601151803
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900007
PM 17487629
ER
PT J
AU Drager, KDR
Anderson, JL
Debarros, J
Hayes, E
Liebman, J
Panek, E
AF Drager, Kathryn D. R.
Anderson, Jessie L.
Debarros, Julie
Hayes, Elizabeth
Liebman, Jamie
Panek, Elizabeth
TI Speech synthesis in background noise: Effects of message formulation and
visual information on the intelligibility of American English DECTalk
(TM)
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT 10th Biennial Conference of the
International-Society-for-Augmentative-and-Alternative-Communication
CY AUG, 2002
CL Odense, DENMARK
SP Int Soc Augmentat & Alternat Commun
DE augmentative and alternative communication; synthesized speech; message
formulation; visual information; intelligibility
ID SEGMENTAL INTELLIGIBILITY; SENTENCE INTELLIGIBILITY; RULE;
COMPREHENSION; GESTURES
AB The purpose of the current research was to investigate the intelligibility of synthesized speech in noise, when listeners are able to watch an individual using augmentative and alternative communication ( AAC) formulate messages on-line and when they are listening to a speaker without any visual information. A total of 80 participants were randomly assigned to four groups, with 20 participants in each group. Each group listened to sentences delivered using a different message formulation strategy: prestored; audibly formulated ( messages are formulated on-line and the listener is able to hear the formulation as the message is being encoded); audibly formulated with no repeat ( the full sentence at the end is not repeated); and quietly formulated ( the message is formulated on-line, but the listener is not able to hear the system feedback throughout the formulation). The speaker for this study was a 35-year-old woman with cerebral palsy who used a VOCA with DECTalk (TM) ( Beautiful Betty, American English) to communicate. Half of the sentences were presented in an auditory-only condition and half were presented in an auditory-visual condition. The dependent variable was intelligibility, as measured by the percentage of words correctly transcribed by each listener. The overall intelligibility of the sentences in the Audibly Formulated with No Repeat group was statistically significantly lower than in each of the other message formulation type groups. Visual information did not have an effect on intelligibility for this speaker. Clinical implications, limitations, and directions for future research and development are discussed.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Drager, KDR (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM kdd5@psu.edu
CR Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
Blokland A, 1998, SPEECH COMMUN, V26, P97, DOI 10.1016/S0167-6393(98)00053-3
Drager K., 2001, AUGMENTATIVE ALTERNA, V17, P109, DOI 10.1080/714043373
DUFFY SA, 1992, LANG SPEECH, V35, P351
FRANK T, 1984, J SPEECH HEAR DISORD, V49, P267
Fucci D., 1995, AUGMENTATIVE ALTERNA, V11, P113, DOI 10.1080/07434619512331277209
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Garcia JM, 1998, J SPEECH LANG HEAR R, V41, P1282
GREENE BG, 1986, BEHAV RES METH INSTR, V18, P100, DOI 10.3758/BF03201008
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HIGGINBOTHAM DJ, 1995, J SPEECH HEAR RES, V38, P889
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KOUL RK, 1993, J SPEECH HEAR RES, V36, P790
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LOGAN JS, 1989, J ACOUST SOC AM, V86, P566, DOI 10.1121/1.398236
Mirenda P, 1987, AUGMENTATIVE ALTERNA, V3, P120, DOI 10.1080/07434618712331274399
MIRENDA P, 1990, AAC (Augmentative and Alternative Communication), V6, P61, DOI 10.1080/07434619012331275324
Reynolds M., 1996, AUGMENTATIVE ALTERNA, V12, P32, DOI 10.1080/07434619612331277458
NR 19
TC 3
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 2
BP 177
EP 186
DI 10.1080/07434610601159368
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 176DK
UT WOS:000247063900008
PM 17487630
ER
PT J
AU Blackstone, SW
Williams, MB
Wilkins, DP
AF Blackstone, Sarah W.
Williams, Michael B.
Wilkins, David P.
TI Key principles underlying research and practice in AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; AAC; AAC/AT technologies;
complex communication needs; theoretical constructs; ergonomics;
communication partners; outcomes
ID ALTERNATIVE COMMUNICATION; SOCIAL NETWORKS; TECHNOLOGIES; LANGUAGE;
FUTURE; PEOPLE; ADULTS; CONNECTIONS; DIRECTIONS; ACCESS
AB Six principles of AAC research and practice are offered for consideration and discussion within the AAC community. Principle 1 requires the active participation of individuals with complex communication needs ( CCN) in all AAC activities. Principle 2 seeks to ensure that theoretical constructs underlying research and development in AAC are grounded, widely accepted, and clearly defined. Principle 3 underscores the need to use ergonomics in the design and development of AAC technologies and instructional strategies. Principle 4 highlights communication partners and the unique roles they play in AAC. Principle 5 accentuates the need to focus on societal roles, relationships, and opportunities made possible by AAC technologies and services. Finally, principle 6 draws attention to the importance of measuring a broad range of AAC outcomes, especially those most significant to primary AAC stakeholders.
C1 Univ Sydney, Sydney, NSW 2006, Australia.
Augmentat Commun Inc, Monterey, CA USA.
RP Blackstone, SW (reprint author), 1 Surf Way 237, Monterey, CA 93940 USA.
EM sarahblack@aol.com
CR BALANDIN S, 2002, INTELLECTUAL DISABIL, P31
Bates E, 2002, DEV PSYCHOBIOL, V40, P293, DOI 10.1002/dev.10034
BERG MH, 2005, AUGMENTATIVE ALTERNA, V21, P116
BEUKELMAN D, 2001, ASHA LEADER, V6, P75
Beukelman DR, 2007, AUGMENT ALTERN COMM, V23, P230, DOI 10.1080/07434610701553668
Black AE, 1999, J HUM NUTR DIET, V12, P1, DOI 10.1046/j.1365-277X.1999.00140.x
Blackstone S., 2003, SOCIAL NETWORKS COMM
BLACKSTONE S, 2002, AUGMENTATIVE COMMUNI, V14, P1
Bowerman M, 2000, J PIAGET SY, P199
Brown R., 1973, 1 LANGUAGE EARLY STA
Bryen D. N., 2003, AUGMENTATIVE ALTERNA, V19, P125, DOI DOI 10.1080/0743461031000080265
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NR 64
TC 22
Z9 22
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 3
BP 191
EP 203
DI 10.1080/07434610701553684
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 212CH
UT WOS:000249570700001
PM 17701739
ER
PT J
AU Light, J
Drager, K
AF Light, Janice
Drager, Kathryn
TI AAC technologies for young children with complex communication needs:
State of the science and future research directions
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE aided communication; Assistive technology; augmentative and alternative
communication (AAC); children; cognitive processes; communication;
design; early intervention; learning
ID ALTERNATIVE COMMUNICATION; DEVELOPMENTAL-DISABILITIES; SYNTHESIZED
SPEECH; SYMBOL; TRANSPARENCY; INTERVENTION; PRESCHOOLERS; ACQUISITION;
PERFORMANCE; NONSPEAKING
AB Augmentative and alternative communication ( AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to ( a) summarize the research related to AAC technologies for young children who have complex communication needs; and ( b) de. ne priorities for future research to improve AAC technologies and interventions for children with complex communication needs. With the realization of improved AAC technologies, young children with complex communication needs will have better tools to maximize their development of communication, language, and literacy skills, and attain their full potential.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Light, J (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 308G Ford Bldg, University Pk, PA 16802 USA.
EM JCL4@psu.edu
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NR 61
TC 59
Z9 61
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 3
BP 204
EP 216
DI 10.1080/07434610701553635
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 212CH
UT WOS:000249570700002
PM 17701740
ER
PT J
AU Mcnaughton, D
Bryen, DN
AF Mcnaughton, David
Bryen, Diane Nelson
TI AAC technologies to enhance participation and access to meaningful
societal roles for adolescents and adults with developmental
disabilities who require AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; adult; adolescent; societal
role; developmental disability
ID ALTERNATIVE COMMUNICATION; PEOPLE; INSTRUCTION; EMPLOYMENT; CHALLENGES;
INDIVIDUALS; OUTCOMES; SYSTEMS; SCHOOL
AB In this paper we review published research describing the use of augmentative and alternative communication ( AAC) to support societal participation by adolescents and adults with developmental disabilities who require AAC. We focus on three major participation domains: post-secondary education and training, the workplace, and community living and social interaction opportunities. Based on the findings of the review, we highlight five needed areas of research and development related to AAC technology: face to face communication; distance communication and interconnectivity; training and support for system use; adapted applications and cognitive tools; and supports for independent operation, development, and maintenance.
C1 Penn State Univ, Dept Educ, University Pk, PA 16802 USA.
Penn State Univ, Sch Psychol & Special Educ, University Pk, PA 16802 USA.
Temple Univ, Inst Disabil, Penn Univ Ctr Excellence Dev Disabil, Philadelphia, PA 19122 USA.
RP Mcnaughton, D (reprint author), Penn State Univ, Dept Educ, 227 CEDAR Bldh, University Pk, PA 16802 USA.
EM dbm2@psu.edu
RI McNaughton, David/G-4822-2010
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NR 60
TC 47
Z9 47
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 3
BP 217
EP 229
DI 10.1080/07434610701573856
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 212CH
UT WOS:000249570700003
PM 17701741
ER
PT J
AU Higginbotham, DJ
Shane, H
Russell, S
Caves, K
AF Higginbotham, D. Jeffery
Shane, Howard
Russell, Susanne
Caves, Kevin
TI Access to AAC: Present, past, and future
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); physical access;
communication access; cognitive science; social interaction
ID BRAIN-COMPUTER INTERFACE; AIDED CONVERSATION; COMMUNICATION;
PERFORMANCE; SPEECH; PROTOTYPE; SYSTEMS
AB Historically, access in augmentative and alternative communication ( AAC) has been conceptualized as the physical operation of AAC technologies; more recently, research and development in the cognitive and social sciences has helped to broaden the concept to include a range of human factors involved in the successful use of AAC technologies in social interactions. The goal of this article is to expand the current understanding of communication access by providing a conceptual framework for examining AAC access, evaluating recent scientific and technical advances in the areas of AAC, and discussing the challenges to accessing AAC technologies for a range of communication activities.
C1 SUNY Buffalo, Dept Commun Disorders & Sci, Ctr Excellence Augmented Commun, Buffalo, NY 14216 USA.
Duke Univ, Durham, NC USA.
Childrens Hosp, Boston, MA 02115 USA.
RP Higginbotham, DJ (reprint author), SUNY Buffalo, Dept Commun Disorders & Sci, Ctr Excellence Augmented Commun, 122 Cary Hall, Buffalo, NY 14216 USA.
EM cdsje.@bu.alo.edu
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NR 99
TC 20
Z9 21
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 3
BP 243
EP 257
DI 10.1080/07434610701571058
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 212CH
UT WOS:000249570700005
PM 17701743
ER
PT J
AU Deruyter, F
McNaughton, D
Caves, K
Bryen, DN
Williams, MB
AF Deruyter, Frank
McNaughton, David
Caves, Kevin
Bryen, Diane Nelson
Williams, Michael B.
TI Enhancing AAC connections with the world
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE assistive technology; augmentative and alternative communication;
wireless; interoperability
ID COMMUNICATION; TECHNOLOGIES; INFORMATION; CHALLENGES; DESIGN; PEOPLE
AB The availability of new technologies has changed how we control devices, exchange information, and communicate with others. Significant barriers, however, have prevented many individuals who use augmentative and alternative communication ( AAC) from accessing the technology and computer-based activities available in today's "Information Society.'' In this paper we discuss the benefits and challenges to increased interoperability between AAC and mainstream technologies. We outline suggested roles and activities for six stakeholder groups: ( a) individuals who use AAC, ( b) individuals who assist in selecting and supporting use of AAC devices, ( c) AAC researchers, ( d) AAC device manufacturers, ( e) mainstream application developers and technology manufacturers, and ( f) public policy makers. We also provide suggestions for future research, public policy, and technical development.
C1 Duke Univ, Med Ctr, Dept Surg, Div Speech Pathol & Audiol, Durham, NC 27710 USA.
Penn State Univ, University Pk, PA 16802 USA.
Temple Univ, Philadelphia, PA 19122 USA.
Augmentat Commun Inc, Monterey, CA USA.
RP Deruyter, F (reprint author), Duke Univ, Med Ctr, Dept Surg, Div Speech Pathol & Audiol, DUMC 3887, Durham, NC 27710 USA.
EM deruy001@mc.duke.edu
RI McNaughton, David/G-4822-2010
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NR 48
TC 13
Z9 14
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PY 2007
VL 23
IS 3
BP 258
EP 270
DI 10.1080/07434610701553387
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 212CH
UT WOS:000249570700006
PM 17701744
ER
PT J
AU Soto, G
Hartmann, E
Wilkins, DP
AF Soto, Gloria
Hartmann, Elizabeth
Wilkins, David P.
TI Exploring the elements of narrative that emerge in the interactions
between an 8-year-old child who uses an AAC device and her teacher
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE narrative; interaction; AAC
ID LANGUAGE; LITERACY; PROFILE
AB Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.
C1 San Francisco State Univ, Dept Special Educ & Commun Disorders, San Francisco, CA 94132 USA.
Univ Calif Berkeley, Berkeley, CA 94720 USA.
RP Soto, G (reprint author), San Francisco State Univ, Dept Special Educ & Commun Disorders, 1600 Holloway Ave, San Francisco, CA 94132 USA.
EM gsoto@sfsu.edu
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NR 38
TC 5
Z9 5
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 231
EP 241
DI 10.1080/07434610500431777
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000001
PM 17127612
ER
PT J
AU Wilkinson, KM
Rosenquist, C
AF Wilkinson, Krista M.
Rosenquist, Celia
TI Demonstration of a method for assessing semantic organization and
category membership in individuals with autism spectrum disorders and
receptive vocabulary limitations
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC display design; mental retardation; matching to sample (MTS)
ID STIMULUS-CONTROL; DISABILITIES; VERIFICATION
AB A recognized challenge in the field of augmentative and alternative communication (AAC) is the assessment of the individual skills and preferences of potential users of AAC. Particularly in cognitive assessment, many traditional methods are inappropriate because they require the participant to produce a verbal response and/or involve complex verbal instructions. For individuals with limited verbal forms of language, failure at such tasks is relatively uninstructive, either for revealing their functional intellectual status or for developing effective interventions. This paper presents a demonstration of a method developed to evaluate category structure and, thus, semantic organization in individuals with limited verbal skills concomitant to autism spectrum disorder. This method offers a promising tool for assessing clients for AAC. Further potential uses of this method, both clinically and in research, are discussed.
C1 Emerson Coll, Boston, MA 02116 USA.
Univ Massachusetts, Sch Med, Waltham, MA USA.
RP Wilkinson, KM (reprint author), Emerson Coll, 120 Boylston St, Boston, MA 02116 USA.
EM Krista_Wilkinson@emerson.edu
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NR 28
TC 6
Z9 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 242
EP 257
DI 10.1080/07434610600650375
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000002
PM 17127613
ER
PT J
AU Alamsaputra, DM
Kohnert, KJ
Munson, B
Reichle, J
AF Alamsaputra, Diane Mayasari
Kohnert, Kathryn J.
Munson, Benjamin
Reichle, Joe
TI Synthesized speech intelligibility among native speakers and non-native
speakers of English
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE speech intelligibility; synthesized speech; bilingual
ID SYNTHETIC SPEECH; RULE; PERCEPTION; LISTENERS; SYSTEMS; NOISE
AB Using synthesized and digitized speech in electronic communication devices may greatly benefit individuals who cannot produce intelligible speech. However, multiple investigations have demonstrated that synthesized speech is not always sufficiently intelligible for its listeners. Listening to synthesized speech may be particularly problematic for listeners for whom English is a second language. We compared native and non-native English-speaking adults' listening accuracy for English sentences in natural voice and synthesized voice conditions. Results indicated a disproportionate disadvantage for the Don-native English-speaking group when listening to synthesized speech compared to their native English-speaking age peers. There was, however, significant variability in performance within the non-native English group, and this was strongly related to independent measures of English language skill. Specifically, a large portion of the variance in performance on the synthesized speech task was predicted by participants' receptive vocabulary scores.
C1 Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA.
RP Reichle, J (reprint author), Univ Minnesota, Dept Speech Language Hearing Sci, 115 Shevlin Hall,164 Pillsbury Dr, Minneapolis, MN 55455 USA.
EM Reich001@umn.edu
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NR 30
TC 6
Z9 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 258
EP 268
DI 10.1080/00498250600718555
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000003
PM 17127614
ER
PT J
AU McCarthy, J
Light, J
Drager, K
McNaughton, D
Grodzicki, L
Jones, J
Panek, E
Parkin, E
AF McCarthy, John
Light, Janice
Drager, Kathryn
McNaughton, David
Grodzicki, Laura
Jones, Jonathan
Panek, Elizabeth
Parkin, Elizabeth
TI Re-designing scanning to reduce learning demands: The performance of
typically developing 2-year-olds
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV 13-15, 2003
CL Chicago, IL
SP Amer Speech Language Hearing Assoc
DE augmentative and alternative communication; assistive technology;
children; learning; scanning
ID SELECTION
AB Children with severe motor impairments who cannot use direct selection are typically introduced to scanning as a means of accessing assistive technology. Unfortunately, it is difficult for young children to learn to scan because the design of current scanning techniques does not always make explicit the offer of items from the selection array; furthermore, it does not provide explicit feedback after activation of the switch to select the target item. In the current study, scanning was redesigned to reduce learning demands by making both the offer of items and the feedback upon selection more explicit through the use of animation realized through HTML and speech output with appropriate intonation. Twenty typically developing 2-year-olds without disabilities were randomly assigned to use either traditional scanning or enhanced scanning to select target items from an array of three items. The 2-year-olds did not learn to use traditional scanning across three sessions. Their performance in Session 3 did not differ from that in Session 1; they did not exceed chance levels of accuracy in either session (mean accuracy of 20% for Sessions 1 and 3). In contrast, the children in the enhanced scanning condition demonstrated improvements in accuracy across the three 10-20-min sessions (mean accuracies of 22 and 48% for Sessions 1 and 3, respectively). There were no reliable differences between the children's performances with the two scanning techniques for Session 1; however, by Session 3, the children were more than twice as accurate using the enhanced scanning technique compared to the traditional design. Results suggest that by redesigning scanning, we may be able to reduce some of the learning demands and thereby reduce some of the instructional time required for children to attain mastery. Clinical implications, limitations, and directions for future research and development are discussed.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Light, J (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM JCL4@psu.edu
RI McNaughton, David/G-4822-2010
CR Beukelman D., 2005, AUGMENTATIVE ALTERNA, V3rd
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TREVIRANUS J, 2003, COMMUNICATIVE COMPET, P199
NR 19
TC 16
Z9 18
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 269
EP 283
DI 10.1080/00498250600718621
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000004
PM 17127615
ER
PT J
AU Lund, SK
Light, J
AF Lund, Shelley K.
Light, Janice
TI Long-term outcomes for individuals who use augmentative and alternative
communication: Part I - What is a "good" outcome?
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV 16-19, 2000
CL WASHINGTON, D.C.
SP Amer Speech Language Hearing Assoc
DE augmentative and alternative communication; cerebral palsy; outcomes
ID INTERNATIONAL CLASSIFICATION; SEVERE DISABILITIES; STUDENTS; HEALTH;
PARTICIPATION; ACHIEVEMENT; DIMENSION; PARENTS; ICF
AB Over the past 20 years, there have been many advances in the field of augmentative and alternative communication (AAC). Despite these advances, there are no data on the long-term outcomes of AAC interventions. This study evaluated the long-term outcomes for a group of seven young men (ages 19-23 years) who had used AAC systems for at least 15 years and were part of the first generation to have received AAC services since they were in preschool. Outcomes were measured in the following domains: (a) receptive language; (b) reading comprehension; (c) communicative interaction; (d) linguistic complexity; (e) functional communication; (f) educational and vocational achievement; (g) self-determination; and (h) quality of life. The outcomes for the group were diverse, with individual variations across all measures. Evaluation of the data raised many issues surrounding the challenges of outcomes measurement; these are discussed with suggestions for future research.
C1 Univ Wisconsin, Dept Commun Sci & Disorders, Milwaukee, WI 53201 USA.
Penn State Univ, University Pk, PA 16802 USA.
RP Lund, SK (reprint author), Univ Wisconsin, Dept Commun Sci & Disorders, POB 413, Milwaukee, WI 53201 USA.
EM sklund@uwm.edu
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NR 57
TC 21
Z9 22
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 284
EP 299
DI 10.1080/07434610600718693
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000005
PM 17127616
ER
PT J
AU Bruno, J
Trembath, D
AF Bruno, Joan
Trembath, David
TI Use of aided language stimulation to improve syntactic performance
during a weeklong intervention program
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT ISAAC Biennial Conference 2004
CY OCT, 2004
CL Natal, BRAZIL
SP ISAAC
DE intervention; aided language stimulation; outcome study; manual board;
dynamic display device
AB This pilot study assessed the performance of nine children, aged 4;8-14;5, who used augmentative and alternative communication (AAC) systems before and after a weeklong aided language stimulation intervention program. Pre/post test data were analyzed to evaluate the participants' syntactic complexity when using (a) a manual communication board and (b) a dynamic display speech generating device (DD-SGD). Results indicate that most participants improved their syntactic performance and that these gains were more pronounced when the participants used a manual communication board as compared with a DD-SGD. There was considerable individual variation in performance.
C1 Univ Sydney, Sydney, NSW 2006, Australia.
RP Bruno, J (reprint author), 150 New Providence Rd, Mountainside, NJ 07092 USA.
EM JBruno@childrens-specialized.org
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NR 19
TC 12
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2006
VL 22
IS 4
BP 300
EP 313
DI 10.1080/07434610600768318
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 127KG
UT WOS:000243584000006
PM 17127617
ER
PT J
AU Card, R
Dodd, B
AF Card, Ruth
Dodd, Barbara
TI The phonological awareness abilities of children with cerebral palsy who
do not speak
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE phonological awareness; cerebral palsy; articulation
ID NONVOCAL CHILDREN; SPEECH; LITERACY; LANGUAGE; INDIVIDUALS; PERCEPTION;
SKILLS; DEAF
AB To investigate the importance of the connection between being able to speak and the emergence of phonological awareness abilities, the performance of children with cerebral palsy (five speakers and six non-speakers) was assessed at syllable, onset-rime, and phoneme levels. The children were matched with control groups of children for non-verbal intelligence. No group differences were found for the identification of syllables, reading non-words, or judging spoken rhyme. The children with cerebral palsy who could speak, however, performed better than the children with cerebral palsy who could not speak and the control group of children without disabilities, judging written words for rhyme. The children with cerebral palsy who could not speak performed poorly in comparison to those who could speak ( but not the control group of children) when segmenting syllables and on the phoneme manipulation task. The findings suggest that non-speaking children with cerebral palsy have phonological awareness performance that varies according to the mental processing demands of the task. The ability to speak facilitates performance when phonological awareness tasks ( written rhyme judgment, syllable segmentation, and phoneme manipulation) require the use of an articulatory loop.
C1 Univ Newcastle, Newcastle, NSW 2308, Australia.
Univ Queensland, St Lucia, Qld 4067, Australia.
RP Dodd, B (reprint author), Royal Brisbane & Womens Hosp, Perinatal Res Ctr, 6th Floor Ned Hanlon Bldg, Herston, Qld 4029, Australia.
EM bdodd@somc.uq.edu.au
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NR 32
TC 15
Z9 17
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 149
EP 159
DI 10.1080/07434610500431694
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300001
PM 17114160
ER
PT J
AU Nigam, R
Schlosser, RW
Lloyd, LL
AF Nigam, Ravi
Schlosser, Ralf W.
Lloyd, Lyle L.
TI Concomitant use of the matrix strategy and the mand-model procedure in
teaching graphic symbol combinations
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); graphic symbols;
intervention; Picture Communication Symbols ( PCS); single subject
design
ID MILIEU LANGUAGE INTERVENTION; SEVERE MENTAL-RETARDATION;
PRESCHOOL-CHILDREN; RETARDED-CHILDREN; SPEECH; INSTRUCTION; SYSTEM;
SKILLS
AB Matrix strategies employing parts of speech arranged in systematic language matrices and milieu language teaching strategies have been successfully used to teach word combining skills to children who have cognitive disabilities and some functional speech. The present study investigated the acquisition and generalized production of two-term semantic relationships in a new population using new types of symbols. Three children with cognitive disabilities and little or no functional speech were taught to combine graphic symbols. The matrix strategy and the mand-model procedure were used concomitantly as intervention procedures. A multiple probe design across sets of action-object combinations with generalization probes of untrained combinations was used to teach the production of graphic symbol combinations. Results indicated that two of the three children learned the early syntactic-semantic rule of combining action-object symbols and demonstrated generalization to untrained action-object combinations and generalization across trainers. The results and future directions for research are discussed.
C1 Duquesne Univ, Dept Speech Language Pathol, Pittsburgh, PA 15282 USA.
Northeastern Univ, Boston, MA 02115 USA.
Purdue Univ, W Lafayette, IN 47907 USA.
RP Nigam, R (reprint author), Duquesne Univ, Dept Speech Language Pathol, 412 Fisher Hall,600 Forbes Ave, Pittsburgh, PA 15282 USA.
EM nigam@duq.edu
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NR 52
TC 15
Z9 16
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 160
EP 177
DI 10.1080/07434610600650052
PG 18
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300002
PM 17114161
ER
PT J
AU Batorowicz, B
McDougall, S
Shepherd, TA
AF Batorowicz, Beata
McDougall, Stacy
Shepherd, Tracy A.
TI AAC and community partnerships: The participation path to community
inclusion
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; participation; children; community; partnership; literacy; story
reading; drama; peer mentor
ID PHYSICAL-DISABILITIES; CEREBRAL-PALSY; CHILDREN; LIFE
AB The Life Needs Model (LNM) of service delivery emphasizes the importance of community participation in children's development and quality of life. This article is a case illustration of two community partnership programs based on the LNM. Story Time and Dress Up and Drama provide participation opportunities in the community for children who use Augmentative and Alternative Communication ( AAC). The authors describe the development and implementation of both programs. Regardless of level of functioning, each child who participated in the programs did so by communicating, interacting socially, and controlling the environment. Multiple benefits for children, parents/caregivers, community partners, and AAC clinicians are highlighted. The authors hope that this article will assist others in developing partnerships and implementing inclusive practices within their communities.
C1 Thames Valley Childrens Ctr, London, ON N6C 5Y6, Canada.
RP McDougall, S (reprint author), Thames Valley Childrens Ctr, 779 Base Line Rd E, London, ON N6C 5Y6, Canada.
EM stacy.mcdougall@tvcc.on.ca
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NR 36
TC 11
Z9 11
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 178
EP 195
DI 10.1080/07434310500468498
PG 18
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300003
PM 17114162
ER
PT J
AU Owens, JS
AF Owens, Janet S.
TI Accessible information for people with complex communication needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE information; accessibility; complex communication needs; augmentative
and alternative communication (AAC); focus groups; interviews
AB Information can be empowering if it is accessible. While a number of known information access barriers have been reported for the broader group of people with disabilities, specific information issues for people with complex communication needs have not been previously reported. In this consumer-focused study, the accessibility of information design and dissemination practices were discussed by 17 people with complex communication needs; by eight parents, advocates, therapists, and agency representatives in focus groups; and by seven individuals in individual interviews. Participants explored issues and made recommendations for content, including language, visual and audio supports; print accessibility; physical access; and human support for information access. Consumer-generated accessibility guidelines were an outcome of this study.
C1 Deakin Univ, Fac Hlth & Behav Sci, Sch Hlth & Social Dev, Burwood, Vic 3125, Australia.
RP Owens, JS (reprint author), Deakin Univ, Fac Hlth & Behav Sci, Sch Hlth & Social Dev, 221 Burwood Highway, Burwood, Vic 3125, Australia.
EM janet.owens@deakin.edu.au
CR ASTBRINK G, 1996, EVERYBODYS BUSINESS
Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
*COMM AUSTR, 2001, BETT INF COMM PRACT
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Cutts Martin, 1995, PLAIN ENGLISH GUIDE
*DIS SERV QUEENSL, 2000, CONS PROT
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*J ROWNTR FDN, 1999, PLAIN FACTS
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LLOYD L, 1999, AUGMENTATIVE ALTERNA, P201
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2000, WC3 GUIDELINES WEB C
NR 29
TC 9
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 196
EP 208
DI 10.1080/07434610600649971
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300004
PM 17114163
ER
PT J
AU Fried-Oken, M
Fox, L
Rau, MT
Tullman, J
Baker, G
Hindal, M
Wile, N
Lou, JS
AF Fried-Oken, Melanie
Fox, Lynn
Rau, Marie T.
Tullman, Jill
Baker, Glory
Hindal, Mary
Wile, Nancy
Lou, Jau-Shin
TI Purposes of AAC device use for persons with ALS as reported by
caregivers
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; amyotrophic lateral
sclerosis; communication purposes; caregivers
ID QUALITY-OF-LIFE
AB Thirty-four informal caregivers who support 26 persons with ALS reported on AAC technology use. Each caregiver completed the Communication Device Use Checklist, a survey tool developed for this study based on Light's (1988) classification of the purposes of social interaction (Augmentative and Alternative Communication, 4, 66-82). The checklist includes 17 purposes of communication and asks participants to judge importance, mode, and frequency of use for each purpose. Results show that the three communication purposes used most frequently and valued as important by caregivers involve regulating the behavior of others for basic needs and wants ( getting needs met; giving instructions or directions to others; and clarifying needs). Consistent reports of use and frequency for the purposes of staying connected ( social closeness) and discussing important issues ( information transfer) indicate that AAC technology can assist the dyad in maintaining previous relationships. The face-to-face spontaneous conversation mode is used most frequently, despite the slow rate of production, the lack of permanence, and the demands on conversational partners during message generation. Clinical and research implications are discussed.
C1 Oregon Hlth Sci Univ, Oregon Inst Disabil & Dev, Portland, OR 97207 USA.
Portland State Univ, Portland, OR 97207 USA.
Portland VA Med Ctr, Portland, OR USA.
Univ Colorado, Hlth Sci Ctr, Denver, CO 80202 USA.
RP Fried-Oken, M (reprint author), Oregon Hlth Sci Univ, Oregon Inst Disabil & Dev, POB 574, Portland, OR 97207 USA.
EM friedm@ohsu.edu
CR Brooks BR, 1996, ARCH NEUROL-CHICAGO, V53, P141
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BARDACH LG, 2003, PERSPECTIVES AUGMENT, V12, P14
Beukelman DR, 1998, PRINCIPLES OF NEUROLOGIC REHABILITATION, P483
BOLTON S, 1984, INTERACTIVE CHECKLIS
Borasio GD, 2001, SEMIN NEUROL, V21, P155, DOI 10.1055/s-2001-15268
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Doyle M., 2001, AUGMENTATIVE ALTERNA, V17, P167, DOI 10.1080/714043381
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Fox LE, 2000, AUG ALTER COMMUN SER, P3
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Light J, 1988, AUGMENTATIVE ALTERNA, V4, P66, DOI [10.1080/07434618812331274657, DOI 10.1080/07434618812331274657]
Lou JS, 2003, NEUROLOGY, V60, P122
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SCHULZ R, 1995, GERONTOLOGIST, V35, P771
NR 23
TC 16
Z9 16
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 209
EP 221
DI 10.1080/07434610600650276
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300005
PM 17114164
ER
PT J
AU Fager, S
Beukelman, D
Karantounis, R
Jakobs, T
AF Fager, Susan
Beukelman, Dave
Karantounis, Renee
Jakobs, Tom
TI Use of safe-laser access technology to increase head movement in persons
with severe motor impairment: A series of case reports
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE safe laser technology; locked in syndrome; head pointing; augmentative
and alternative communication
ID LOCKED-IN SYNDROME
AB The purpose of this article is to describe the impact of an intervention involving safe-laser pointing technology on six persons with locked-in syndrome. When these individuals were invited to participate in this project ( 4 weeks to 18 years post onset), none were able to speak and none were able to access an augmentative and alternative communication (AAC) device. All communicated using eye movements ( e. g., looking up or down), eye blinks, dependent scanning strategies with eye movement signals, or eye linking. Following intervention with the Safe-Laser Access System, three of the six participants developed head movement sufficient to control AAC technology. Two participants continue to develop head control; however, their progress has been slowed by repeated illnesses. One participant has discontinued his involvement with the project because of medical and psychological concerns. These six participants represent consecutive referrals to the project.
C1 Univ Nebraska, Inst Rehabil Sci & Engn, Madonna Rehabil Hosp, Lincoln, NE 68506 USA.
Rose Med Ctr, Denver, CO USA.
Invotek Inc, Alma, AR USA.
RP Fager, S (reprint author), Univ Nebraska, Inst Rehabil Sci & Engn, Madonna Rehabil Hosp, 5401 S St, Lincoln, NE 68506 USA.
EM sfager@madonna.org
CR Beukelman D., 1985, COMMUNICATION AUGMEN
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NR 12
TC 9
Z9 9
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2006
VL 22
IS 3
BP 222
EP 229
DI 10.1080/07434610600650318
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 098AO
UT WOS:000241492300006
PM 17114165
ER
PT J
AU Gregory, E
Soderman, M
Ward, C
Beukelman, DR
Hux, K
AF Gregory, Ellyn
Soderman, Melinda
Ward, Christy
Beukelman, David R.
Hux, Karen
TI AAC menu interface: Effectiveness of active versus passive learning to
master abbreviation-expansion codes
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; encoding; computer
application
ID ERRORLESS; MEMORY; INDIVIDUALS
AB This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two accessing methods: mouse access and keyboard access. Both accessing methods utilized a specialized computer application, called AAC Menu, which allowed for errorless practice. Mouse access prompted passive learning, whereas keyboard access prompted active learning. Results revealed that participants who accessed words via a keyboard demonstrated significantly higher mastery of abbreviation-expansion codes than those who accessed words via a computer mouse.
C1 Univ Nebraska, Lincoln, NE 68583 USA.
RP Hux, K (reprint author), 318N Barkley Mem Ctr,POB 830738, Lincoln, NE 68583 USA.
EM khux1@unl.edu
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Beukelman D., 1985, COMMUNICATION AUGMEN
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NR 22
TC 1
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 77
EP 84
DI 10.1080/07434610500387540
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500001
PM 17114166
ER
PT J
AU Johnson, JM
Inglebret, E
Jones, C
Ray, J
AF Johnson, Jeanne M.
Inglebret, Ella
Jones, Carla
Ray, Jayanti
TI Perspectives of speech language pathologists regarding success versus
abandonment of AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
(ASHA)
CY NOV, 2002
CL ATLANTA, GA
SP Amer Speech Language Hearing Assoc
DE augmentative communication; success; abandonment; speech-language
pathologists; focus groups; survey
ID ASSISTIVE TECHNOLOGY; FAMILIES; OUTCOMES; SYSTEMS; USERS
AB This three-phase investigation used focus groups and a survey to identify factors that perceived by speech language pathologists as being related to long-term success versus inappropriate abandonment of augmentative and alternative communication (AAC) systems. Factors deemed most important by six focus groups were included in a 106-question survey that was returned by 275 ASHA Special Interest Division #12 (AAC) members. Factor analysis indicated the constructs of Support, Attitude, and System characteristics and Fit as most important to the long-term success of AAC systems. The constructs of Not Maintaining/Adjusting the System, Attitude, Lack of Training, Lack of Support, and Poor Fit were most often related to inappropriate abandonment of AAC systems. Systematic implementation of intervention targeting the constructs is recommended.
C1 Washington State Univ, Dept Speech & Hearing Sci, Pullman, WA 99164 USA.
SE Missouri State Univ, Cape Girardeau, MO 63701 USA.
RP Johnson, JM (reprint author), Washington State Univ, Dept Speech & Hearing Sci, Pullman, WA 99164 USA.
EM johnsjm@wsu.edu
CR ALLAIRE J H, 1991, AAC (Augmentative and Alternative Communication), V7, P248, DOI 10.1080/07434619112331275983
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Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
BEUKELMAN DR, 2002, ANN CONV AM SPEECH L
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BLACKSTONE W, 1995, OUTCOMES AAC C REPOR
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NR 54
TC 39
Z9 40
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 85
EP 99
DI 10.1080/07434610500483588
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500002
PM 17114167
ER
PT J
AU Ross, B
Cress, CJ
AF Ross, Byron
Cress, Cynthia J.
TI Comparison of standardized assessments for cognitive and receptive
communication skills in young children with complex communication needs
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
CY NOV, 2001
CL NEW ORLEANS, LA
SP Amer Speech Language Hearing Assoc
DE AAC; receptive language development; assessment
ID VOCABULARY; LANGUAGE; VALIDITY; VARIABILITY; SPANISH
AB This study compared estimates of receptive language development for children with complex communication needs to estimates of related skill domains. Subscores of the Battelle Developmental Inventory were compared with each other and the MacArthur Communication Developmental Inventory for 41 children with severe expressive impairments over a period of 18 months, beginning at ages 12 - 24 months. Across all ages studied, children with severe expressive impairments had better receptive language scores than expected for either their cognitive or overall developmental age equivalence scores. While receptive language measures were correlated with each other and age, scores for receptive language skills on the MacArthur were consistently more stringent than for the Battelle for this population. Implications for clinical application of these measures for children with expressive impairments are discussed.
C1 Univ Nebraska, Lincoln, NE 68583 USA.
Univ Cent Arkansas, Conway, AR 72035 USA.
RP Cress, CJ (reprint author), Univ Nebraska, 202G Barkley Ctr, Lincoln, NE 68583 USA.
EM ccress1@unl.edu
CR *AB CONC, 1992, STATV VERS 4 0
*BAM WORLD MARK, 1991, HEARK
Bayley N, 1993, BAYLEY SCALES INFANT
Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
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Cress C, 2002, IMPLEMENTING AUGMENT, P219
CRESS C, 1998, INT C INF STUD ATL G
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NR 30
TC 4
Z9 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 100
EP 111
DI 10.1080/07434610500389629
PG 12
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500003
PM 17114168
ER
PT J
AU Koul, R
Clapsaddle, KC
AF Koul, Rajinder
Clapsaddle, Kathryn C.
TI Effects of repeated listening experiences on the perception of synthetic
speech by individuals with mild-to-moderate intellectual disabilities
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE synthetic speech; repeated exposure; intellectual disability;
augmentative and alternative communication
ID MENTAL-RETARDATION; SEGMENTAL INTELLIGIBILITY; DISCOURSE COMPREHENSION;
AUGMENTING LANGUAGE; RECEPTIVE LANGUAGE; RULE; CHILDREN; YOUTH
AB The purpose of this study was to examine whether individuals with intellectual disabilities (n = 18) demonstrate improvement in the perception of synthetic speech as a result of repeated exposure to it. Specifically, effects of training on novel versus repeated stimuli produced by the ETI Eloquence (TM) speech synthesizer were analyzed. Results revealed that training and experimental task each played a significant (p values < 0.01) role in the perception of synthetic words and sentences. Further, there was an absence of significant effect (p > 0.01) for stimulus type (i.e., repeated versus novel) suggesting that individuals with intellectual disabilities are able to generalize their knowledge of the acoustic-phonetic properties of synthetic speech to novel stimuli. Data are also presented for typical participants to establish a benchmark condition for the newly developed Eloquence synthesizer.
C1 Texas Tech Univ, Hlth Sci Ctr, Dept Speech Language & Hearing Sci, Lubbock, TX 79430 USA.
RP Koul, R (reprint author), Texas Tech Univ, Hlth Sci Ctr, Dept Speech Language & Hearing Sci, 3601,4th St,Stop 6073, Lubbock, TX 79430 USA.
EM rajinder.Koul@ttmc.ttuhsc.edu
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NR 54
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 112
EP 122
DI 10.1080/07434610500389116
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500004
PM 17114169
ER
PT J
AU Wilkinson, KM
Carlin, M
Jagaroo, V
AF Wilkinson, Krista M.
Carlin, Michael
Jagaroo, Vinoth
TI Preschoolers' speed of locating a target symbol under different color
conditions
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE aided symbols; visual processing; visual search; symbol identification
ID DISPLAY AAC TECHNOLOGIES; VISUAL-SEARCH; MENTAL-RETARDATION; SYMMETRY;
INDIVIDUALS; PERFORMANCE; SAMPLE; DISCRIMINATION; RECOGNITION;
LIMITATIONS
AB A pressing decision in AAC concerns the organization of aided visual symbols. One recent proposal suggested that basic principles of visual processing may be important determinants of how easily a symbol is found in an array, and that this, in turn will influence more functional outcomes like symbol identification or use. This study examined the role of color on accuracy and speed of symbol location by 16 preschool children without disabilities. Participants searched for a target stimulus in an array of eight stimuli. In the same-color condition, the eight stimuli were all red; in the guided search condition, four of the stimuli were red and four were yellow; in the unique-color condition, all stimuli were unique colors. Accuracy was higher and reaction time was faster when stimuli were unique colors than when they were all one color. Reaction time and accuracy did not differ under the guided search and the color-unique conditions. The implications for AAC are discussed.
C1 Emerson Coll, Boston, MA 02116 USA.
Univ Massachusetts, Sch Med, Worcester, MA 01605 USA.
RP Wilkinson, KM (reprint author), Emerson Coll, 120 Bolyston St, Boston, MA 02116 USA.
EM Krista_Wilkinson@emerson.edu
CR Bates E., 1979, EMERGENCE SYMBOLS CO
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Deacon Terrence William, 1997, SYMBOLIC SPECIES COE
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NR 45
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 123
EP 133
DI 10.1080/07434610500483620
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500005
PM 17114170
ER
PT J
AU Hamm, B
Mirenda, P
AF Hamm, Bruce
Mirenda, Pat
TI Post-school quality of life for individuals with developmental
disabilities who use AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE developmental disability; quality of life; transition planning;
augmentative and alternative communication
ID TRANSITION; OUTCOMES
AB Even when augmentative and alternative communication (AAC) interventions enhance the communication skills and educational achievements of students with complex communication needs while they are in school, there is no guarantee that these gains will be maintained following students' transition to adult life. Unfortunately, information on the post-school quality of life and related outcomes of individuals with complex communication needs is scarce. This study addressed this issue by examining the post-school outcomes of eight Canadian individuals with developmental disabilities who used AAC technology while they were in school. Two surveys were used to compile the data: the Quality of Life Profile: People with Physical and Sensory Disabilities (Renwick, Rudman, Raphael, & Brown, 1998) and a Communication Survey designed specifically for this study. Four of the participants and the people who knew them best also participated in brief interviews in which they discussed the positive and negative aspects of their school and post-school experiences. Results indicated that participant outcomes in important life domains were generally discouraging. A high positive correlation was found between quality of life and quality of communication scores, and participants who achieved relatively better outcomes showed evidence of higher communicative competence. However, the majority of participants and their supporters were very dissatisfied with the lack of AAC and other services that were available to them as young adults. The results are discussed in relation to outcomes for adults with development disabilities who use AAC and their implications for future research, practice, and advocacy efforts related to transition planning.
C1 Univ British Columbia, Fac Educ, Vancouver, BC V6T 1Z4, Canada.
RP Mirenda, P (reprint author), Univ British Columbia, Fac Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM pat.mirenda@ubc.ca
CR BERSANI H, 2001, ME MY HIGH SCH STUDE
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Wittenburg DC, 2002, J VOCATIONAL REHABIL, V17, P265
NR 43
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2006
VL 22
IS 2
BP 134
EP 147
DI 10.1080/07434610500395493
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 068RG
UT WOS:000239391500006
PM 17114171
ER
PT J
AU Bryen, DN
AF Bryen, DN
TI Job-related social networks and communication technology
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC; communication technology; social networks; employment
AB In order to examine the social networks of individuals who rely on AAC, 38 adults who used AAC provided information about how they developed and maintained job-related social networks and how communication technologies helped them to do so. The respondents met new people who might become part of their job-related networks during social events with family or friends, as well as at meetings, conferences, and workshops. They also frequently used generic communication technologies such as the phone, email, computer, and the Internet to maintain contact with people in their social networks. Findings suggest that landline telephones, email, and the Internet were used by the largest percentage of respondents, with email and the Internet used most frequently to contact the largest number of people. Qualitative data provided information about the use of technology for enhancing participants' job-related networks and suggestions for new or improved technologies.
C1 Temple Univ, Univ Penn, Ctr Excellence Dev Disabil, Inst Disabil, Philadelphia, PA 19122 USA.
Rowan Univ, Glassboro, NJ USA.
Shippensburg Univ, Shippensburg, PA 17257 USA.
RP Bryen, DN (reprint author), Temple Univ, Univ Penn, Ctr Excellence Dev Disabil, Inst Disabil, Ritter Hall Annex 423, Philadelphia, PA 19122 USA.
EM dianeb@temple.edu
CR BAUER SM, 2001, P STAK FOR COMM ENH
BLACKBURN ML, 1993, J POPUL ECON, V6, P1, DOI 10.1007/BF00164336
BLACKSTONE SW, 2003, SOC NETW COMM INV IN
Bryen DN, 2004, ASSIST TECHNOL, V16, P11
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*CAN COUNC SOC DEV, 2002, FOC TECHN PERS DIS D
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CHESLER MA, 1991, AM J COMMUN PSYCHOL, V19, P757, DOI 10.1007/BF00938043
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*HARR SURV AM DIS, 2000, COMM NAT ORG DIS
Howard PEN, 2001, AM BEHAV SCI, V45, P383
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*US CENS BUR, 1997, SURV INC PROGR PART
YULAND V, 2001, INTERACTIVE ENTERPRI, V8, P25
NR 17
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 1
EP 9
DI 10.1080/07434610500194045
PG 9
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300001
ER
PT J
AU Barton, A
Sevcik, RA
Romski, MA
AF Barton, A
Sevcik, RA
Romski, MA
TI Exploring visual-graphic symbol acquisition by pre-school age children
with developmental and language delays
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE iconicity; developmental disabilities; comprehension; graphic symbols;
language intervention
ID BLISSYMBOL; WORDS
AB The process of language acquisition requires an individual to organize the world through a system of symbols and referents. For children with severe intellectual disabilities and language delays, the ability to link a symbol to its referent may be a difficult task. In addition to the intervention strategy, issues such as the visual complexity and iconicity of a symbol arise when deciding what to select as a medium to teach language. This study explored the ability of four pre-school age children with developmental and language delays to acquire the meanings of Blissymbols and lexigrams using an observational experiential language intervention. In production, all four of the participants demonstrated symbol-referent relationships, while in comprehension, three of the four participants demonstrated at least emerging symbol-referent relationships. Although the number of symbols learned across participants varied, there were no differences between the learning of arbitrary and comparatively iconic symbols. The participants' comprehension skills appeared to influence their performance.
C1 Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA.
RP Sevcik, RA (reprint author), Georgia State Univ, Dept Psychol, Box 5010, Atlanta, GA 30302 USA.
EM rsevcik@gsu.edu
CR ARCHER LA, 1977, J SPEECH HEAR DISORD, V62, P568
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Mizuko M., 1987, AUGMENTATIVE ALTERNA, V3, P129, DOI 10.1080/07434618712331274409
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Namy LL, 2001, INFANCY, V2, P73, DOI 10.1207/S15327078IN0201_5
NAMY LL, 2005, WHEN GOOD ICONICITY
Romski M. A., 1996, BREAKING SPEECH BARR
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Sevcik R. A., 1991, AUGMENTATIVE ALTERNA, V7, P161, DOI 10.1080/0963828050077804
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SEVIK RA, 2003, SYMBOL PROGRAM
Sparrow S, 1984, VINELAND ADAPTIVE BE
NR 29
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 10
EP 20
DI 10.1080/07434610500238206
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300002
PM 17114155
ER
PT J
AU Sturm, J
Spadorcia, SA
Cunningham, JW
Cali, KS
Staples, A
Erickson, K
Yoder, DE
Koppenhaver, DA
AF Sturm, J
Spadorcia, SA
Cunningham, JW
Cali, KS
Staples, A
Erickson, K
Yoder, DE
Koppenhaver, DA
TI What happens to reading between first and third grade? Implications for
students who use AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE literacy; augmentative and alternative communication; children;
instructional techniques
ID TERM VOCABULARY INSTRUCTION; LITERACY INSTRUCTION; CHILDREN;
COMPREHENSION; TEACHERS; LANGUAGE; ACQUISITION; KNOWLEDGE; GROWTH;
SKILLS
AB School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.
C1 Cent Michigan Univ, Dept Commun Disorders, Mt Pleasant, MI 48859 USA.
Univ N Carolina, Chapel Hill, NC USA.
Univ No Iowa, Cedar Falls, IA 50614 USA.
Appalachian State Univ, Boone, NC 28608 USA.
RP Sturm, J (reprint author), Cent Michigan Univ, Dept Commun Disorders, Hlth Profess Bldg 2167, Mt Pleasant, MI 48859 USA.
EM sturm1j@cmich.edu
CR Adams M. J., 1990, BEGINNING READ THINK
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Baumann JF, 1998, READ TEACH, V51, P636
Baumann JF, 2000, READ RES QUART, V35, P338, DOI 10.1598/RRQ.35.3.2
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NR 67
TC 5
Z9 8
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 21
EP 36
DI 10.1080/07434610500243826
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300003
PM 17114156
ER
PT J
AU Fager, S
Hux, K
Beukelman, DR
Karantounis, R
AF Fager, S
Hux, K
Beukelman, DR
Karantounis, R
TI Augmentative and alternative communication use and acceptance by adults
with traumatic brain injury
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE traumatic brain injury; augmentative and alternative communication
AB The purpose of this study was to document augmentative and alternative communication (AAC) acceptance and use patterns of 25 adults with traumatic brain injuries (TBI) who used either high- or low-tech AAC devices or strategies at some point during their recovery. Specifically, the purposes were to (a) document acceptance of AAC system recommendations, (b) identify AAC use patterns by persons who accepted the recommendation and for whom AAC intervention was implemented, (c) identify AAC access patterns for message formulation and encoding, and (d) document the kind of communicative functions that different AAC strategies supported. Information was gathered via a questionnaire from speech-language pathologists who provided AAC assessments and interventions at six different sites. The speech-language pathologists provided information about individuals with TBI from their clinics for whom they had recommended AAC. Results revealed that these adults generally accepted both high- and low-tech AAC recommendations and used their AAC systems for extended periods of time. Most utilized letter-by-letter message formulation strategies. When AAC technology was abandoned, it was usually a reflection of a loss of facilitator support rather than a rejection of the technology.
C1 Univ Nebraska, Madonna Rehabil Hosp, Inst Rehabil Sci & Engn, Lincoln, NE 68506 USA.
Rose Med Ctr, Denver, CO USA.
RP Fager, S (reprint author), Univ Nebraska, Madonna Rehabil Hosp, Inst Rehabil Sci & Engn, 5401 S St, Lincoln, NE 68506 USA.
EM sfager@madonna.org
CR Ball L., 2004, AUGMENTATIVE ALTERNA, V20, P113, DOI 10.1080/0743461042000216596
Beukelman DR, 2003, ASSISTING SURVIVORS OF TRAUMATIC BRAIN INJURY, P135
Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
Beukelman DR, 2002, J MED SPEECH-LANG PA, V10, P237
Bruno J., 1989, AUGMENTATIVE ALTERNA, V5, P89, DOI 10.1080/07434618912331275066
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NR 36
TC 18
Z9 18
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 37
EP 47
DI 10.1080/07434610500243990
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300004
PM 17114157
ER
PT J
AU Hetzroni, OE
Rubin, C
AF Hetzroni, OE
Rubin, C
TI Identifying patterns of communicative behaviors in girls with Rett
syndrome
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE communicative behaviors; Rett syndrome
ID CHILDREN; SKILLS
AB The purpose of this study was to investigate behaviors of girls with Rett syndrome under different conditions and to determine if there were patterns of functional communicative behaviors. Six communication protocols portraying familiar and non-familiar activities were created to assist in identifying specified behaviors. The protocols incorporated activities and pre-scheduled interruptions designed to enhance communicative behaviors. Eight girls in the third and fourth stages of Rett syndrome were videotaped during the protocols. Results indicated that the girls' alternating eye gazing increased and persistence decreased when activities were interrupted. Additional behaviors varied by participant across different protocols. Several patterns of effective and ineffective communication were observed. Implications for practice and future research are discussed.
C1 Univ Haifa, Sch Educ, IL-31999 Haifa, Israel.
RP Hetzroni, OE (reprint author), Univ Haifa, Sch Educ, IL-31999 Haifa, Israel.
EM hetzroni@construct.haifa.ac.il
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NR 30
TC 8
Z9 9
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 48
EP 61
DI 10.1080/17461390500387320
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300005
PM 17114158
ER
PT J
AU Collier, B
McGhie-Richmond, D
Odette, F
Pyne, J
AF Collier, B
McGhie-Richmond, D
Odette, F
Pyne, J
TI Reducing the risk of sexual abuse for people who use augmentative and
alternative communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; cerebral palsy; adults;
abuse; sexuality; safeguarding
AB To date little attention has been focused on the sexual abuse experiences of people who use augmentative and alternative communication (AAC) and on addressing ways to reduce their risk for this type of abuse. This paper describes the results of a 3-year project that aimed to: (a) learn about the sexual abuse experiences of people who use AAC; (b) provide educational forums and resources on topics relating to sexual abuse for adults who use AAC; (c) de. ne implications in risk reduction for various community service workers who support people who use AAC (e. g., attendant service providers, abuse counselors, sexual health educators, police, victim assistance services, legal professionals, and health care professionals); and (d) make recommendations to parents, educators, service providers, and consumer advocacy organizations about their roles in reducing the risk of abuse for youth and adults who use AAC. The findings suggest that the majority of participants in this project have experienced a range of abuses including sexual abuse, lack information about healthy and abusive relationships, have no way of communicating about sexuality and abuse, and lack supports in their personal lives and from within the community-at-large that are necessary to cope with relationship difficulties and specifically problems associated with abuse and justice system services. These findings and implications are shared with the intent of highlighting the need for more research and attention to the issue of abuse prevention for people who use AAC.
C1 Aumentat Commun Community Partnerships Canada, Toronto, ON M3C 3Y5, Canada.
Educ Wife Assault, Toronto, ON, Canada.
519 Church St Community Ctr, Toronto, ON, Canada.
RP Collier, B (reprint author), Aumentat Commun Community Partnerships Canada, 131 Barber Greene Rd, Toronto, ON M3C 3Y5, Canada.
EM accpc@sympatico.ca
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NR 42
TC 7
Z9 7
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2006
VL 22
IS 1
BP 62
EP 75
DI 10.1080/07434610500387490
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 028FC
UT WOS:000236471300006
PM 17114159
ER
PT J
AU Schlosser, RW
Wendt, O
Angermeier, KL
Shetty, M
AF Schlosser, RW
Wendt, O
Angermeier, KL
Shetty, M
TI Searching for evidence in augmentative and alternative communication:
Navigating a scattered literature
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; evidence-based practice;
literature searching
ID SYSTEMATIC REVIEWS; FIND EVIDENCE; CLINICIAN GUIDE; SIGN LANGUAGE;
CHILDREN; AUTISM; MEDLINE; SPEECH; STRATEGIES; NEED
AB With increasing emphasis on evidence-based practice (EBP) as the preferred approach to practice in augmentative and alternative communication (AAC), knowledge of and skills in the EBP process have become critical to practitioners. The efficient searching of best and current research evidence to aid with clinical or educational practice is one of the core skills in the EBP process. Because of its interdisciplinary nature, evidence pertaining to AAC is scattered across numerous sources in a variety of larger fields. In this article, we aim to (a) establish assumptions and underpinnings for the search of research evidence in support of EBP in AAC, (b) identify informational databases, (c) review search terminology, (d) suggest practical strategies for successful searches in support of EBP, and (e) exemplify these strategies with several search illustrations.
C1 Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
Purdue Univ, Dept Educ Studies, W Lafayette, IN USA.
Purdue Univ, Dept Speech Language & Hearing Sci, W Lafayette, IN USA.
RP Schlosser, RW (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, 151C Forsyth, Boston, MA 02115 USA.
EM rwschlosser@earthlink.net
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NR 83
TC 13
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2005
VL 21
IS 4
BP 233
EP 255
DI 10.1080/07434610500194813
PG 23
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DJ
UT WOS:000235531800001
ER
PT J
AU Hustad, KC
AF Hustad, KC
TI Effects of speech supplementation strategies on intelligibility and
listener attitudes for a speaker with mild dysarthria
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; speech intelligibility;
speech supplementation; cerebral palsy; dysarthria
ID INDIVIDUALS
AB Speech supplementation strategies (alphabet cues, topic cues, and combined topic and alphabet cues) have been shown to have a positive effect on speech intelligibility for many individuals with dysarthria, particularly those with severe and profound intelligibility deficits (Hustad, Auker, Natale, & Carlson, 2003a; Hustad, Jones, & Dailey, 2003b). However, less attention has been given to speakers with moderate and mild intelligibility problems; therefore, the effects of speech supplementation strategies are largely unknown for these individuals. The present study examined the effects of speech supplementation strategies on intelligibility scores and listener attitudes for one speaker with mild spastic dysarthria secondary to cerebral palsy. Results showed different findings from previous studies. In the present study, the only speech supplementation strategy that significantly increased intelligibility was alphabet cues. Attitude ratings for each strategy followed a different pattern than intelligibility scores. Results suggest that severity of dysarthria may play an important role in deciding which speech supplementation strategy to use.
C1 Univ Wisconsin, Dept Commun Disorders, Madison, WI 53706 USA.
RP Hustad, KC (reprint author), Univ Wisconsin, Dept Commun Disorders, 1500 Highland Dr,475 Waisman Ctr, Madison, WI 53706 USA.
EM Hustad@Waisman.Wisc.Edu
CR Antonak RF, 1988, MEASUREMENT ATTITUDE
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NR 16
TC 3
Z9 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2005
VL 21
IS 4
BP 256
EP 263
DI 10.1080/07434610500194854
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DJ
UT WOS:000235531800002
ER
PT J
AU Lebel, T
Olshtain, E
Weiss, PL
AF Lebel, T
Olshtain, E
Weiss, PL
TI Teaching teachers about augmentative and alternative communication:
Opportunities and challenges of a web-based course
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); teacher education;
web-based instruction; online learning; distance education; professional
training
ID ONLINE
AB Although augmentative and alternative communication (AAC) has become a widely accepted means of supporting children who have complex communication needs, demographic data indicate that AAC instruction lags behind service delivery needs. In this paper, information is presented about a web-based AAC course for special education teachers, which was delivered primarily via distance learning. Also presented are data about ( a) how the course participants responded to material presented in the online format and (b) their level of satisfaction with the learning environment. As an investigation of what might be considered current best practice, both successes and difficulties that characterized the course are highlighted. A number of suggestions are made for improvements and recommendations for the delivery of media-enhanced web-based courses in ACC.
C1 Univ Haifa, IL-31999 Haifa, Israel.
Hebrew Univ Jerusalem, IL-91905 Jerusalem, Israel.
Kibbutzim Coll Educ, Tel Aviv, Israel.
Mishaul, Israeli Ctr Augmentat Commun & Assist Devices, Jerusalem, Israel.
RP Lebel, T (reprint author), Tal Lebel, POB 666, IL-44864 Kochav Yair, Israel.
EM tal@macam.ac.il
CR ABRAMSON T, 2003, J INSTRUCTION DELIVE, V17, P4
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NR 42
TC 6
Z9 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2005
VL 21
IS 4
BP 264
EP 277
DI 10.1080/074341610500140311
PG 14
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DJ
UT WOS:000235531800003
ER
PT J
AU Lilienfeld, M
Alant, E
AF Lilienfeld, M
Alant, E
TI The social interaction of an adolescent who uses AAC: The evaluation of
a peer-training program
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE adolescence; augmentative and alternative communication (AAC);
communication competence; communication partners; peer training;
self-concept; social interaction; voice output
ID COMMUNICATION
AB Challenges relating to social interactions of children who use AAC in school settings have been well documented. In this study, a peer-training program was designed and implemented with the Grade 8 peers of an adolescent who had severe physical disabilities and who used AAC. Interactions between the adolescent who used AAC and his classroom peers were investigated before and after implementation of the peer-training program, using a descriptive single case study. An analytical model to describe the interactions and potential changes in the interactions of adolescents who use AAC was developed. The model also included various measures to evaluate pertinent psychosocial factors of the interactions of a person using AAC with peers. Results of the observational data reflected an increase in the frequency of interactions as indicated by the number of messages per hour and the extent of the interactions as signified by an increase in the number of messages per interchange. Changes were also noted in terms of the discourse structures and communication functions achieved by the interactions, the modes of communication used by the adolescent who used AAC and the responses of his peer partners.
C1 Univ Pretoria, Ctr Augmentat & Alternat Commun, Pretoria, South Africa.
RP Alant, E (reprint author), Univ Pretoria, Ctr Augmentat & Alternat Commun, Pretoria, South Africa.
EM alant@libarts.up.ac.za
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NR 41
TC 7
Z9 9
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2005
VL 21
IS 4
BP 278
EP 294
DI 10.1080/07434610500103467
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DJ
UT WOS:000235531800004
ER
PT J
AU Sutherland, DE
Gillon, GG
Yoder, DE
AF Sutherland, DE
Gillon, GG
Yoder, DE
TI AAC use and service provision: A survey of New Zealand speech-language
therapists
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); survey; demographic;
service delivery
ID COMMUNICATION; AUTISM
AB Augmentative and alternative communication (AAC) services for people with complex communication needs in New Zealand were investigated by surveying speech-language therapists. Two separate survey forms were developed and mailed to speech- language therapists who worked with either students or adults. In both survey forms, information was requested about (a) the provision of AAC intervention, (b) the professional needs of speech-language therapists providing AAC services, and (c) demographic information about students with complex communication needs. Low-tech communication options and sign language were the most commonly reported AAC strategies used by adults and students with complex communication needs. Students aged 5 - 10 years received the most AAC intervention. Cerebral palsy, intellectual disabilities and autism spectrum disorders were the most commonly reported etiologies of students who used AAC. A total of 86% of the respondents indicated a desire for further AAC information or training.
C1 Univ Canterbury, Christchurch 1, New Zealand.
RP Sutherland, DE (reprint author), Private Bag 4800, Christchurch, New Zealand.
EM des33@student.canterbury.ac.nz
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NR 30
TC 13
Z9 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD DEC
PY 2005
VL 21
IS 4
BP 295
EP 307
DI 10.1080/07434610500103483
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DJ
UT WOS:000235531800005
ER
PT J
AU Rackensperger, T
Krezman, C
McNaughton, D
Williams, MB
D'Silva, K
AF Rackensperger, T
Krezman, C
McNaughton, D
Williams, MB
D'Silva, K
TI When I first got it, I wanted to throw it off a cliff": The challenges
and benefits of learning AAC technologies as described by adults who use
AAC
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; cerebral palsy; focus group;
Internet; learning; instruction
ID QUALITATIVE RESEARCH
AB Seven individuals (aged 21 - 41 years) with cerebral palsy and who used speech generating augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technologies. The focus group was conducted on the Internet over a 9-week period. Five major themes emerged from the discussion: (a) selection of an AAC device; (b) knowledge and skills needed to use AAC technologies; (c) instruction and practice activities; (d) assessment of skill acquisition; and (e) advice to others. Participants reported that a consumer-driven assessment approach, which included the opportunity to discuss options with other individuals who used AAC, was key to the selection of an appropriate device. Participants identified a wide variety of important supports to learning how to make effective use of AAC technologies, including text and technological supports, individual exploration, learning from professionals, drill and practice, learning from peers, and opportunities for functional use in the community. For the participants, successful use of AAC technology was best assessed by functional use in the community.
C1 Penn State Univ, University Pk, PA 16802 USA.
Univ Cent Florida, Orlando, FL 32816 USA.
Augmentat Commun Inc, Monterey, CA USA.
RP McNaughton, D (reprint author), Penn State Univ, 227 CEDAR Bldg, University Pk, PA 16802 USA.
EM Dbm2@psu.edu
RI McNaughton, David/G-4822-2010
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NR 38
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2005
VL 21
IS 3
BP 165
EP 186
DI 10.1080/07434610500140360
PG 22
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DH
UT WOS:000235531600001
ER
PT J
AU Beukelman, DR
Hanson, E
Hiatt, E
Fager, S
Bilyeu, D
AF Beukelman, DR
Hanson, E
Hiatt, E
Fager, S
Bilyeu, D
TI AAC technology learning - Part 3: Regular AAC team members
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; technology; learning
ID MOTIVATION
AB The specific purposes of this article were (a) to study the computer technology interest levels, achievement goal orientation, self-efficacy, and learning mode preferences regarding AAC technology in AAC team members; and (b) to study the relationships among these variables to understand factors related to, and predictive of, learning mode preference. The companion articles focused on AAC intervention specialists and on pre-professional students. AAC team members reported relatively low interest in computer technology per se. They reported high mastery achievement goal orientation with a somewhat lower performance orientation and a relatively low social orientation. As a group the AAC specialists and regular AAC team members who participated in this investigation did not report strong learning mode patterns. However, the correlation analysis revealed some interesting trends. Self-efficacy was highly correlated with technology learning mode preference. Those with relatively high self-efficacy preferred to learn technology alone and did not prefer direct, step-by-step instruction. Those with relatively low self-efficacy preferred learning via step-by-step instruction over learning alone.
C1 Univ Nebraska, Barkley Mem Ctr 202, Lincoln, NE 68583 USA.
Univ Nebraska, Med Ctr, Munroe Meyer Inst Genet & Rehabil, Lincoln, NE 68583 USA.
Madonna Rehabil Hosp, Inst Rehabil Sci & Res, Lincoln, NE 68506 USA.
RP Beukelman, DR (reprint author), Univ Nebraska, Barkley Mem Ctr 202, Lincoln, NE 68583 USA.
EM dbeukelman1@unl.edu
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NR 20
TC 1
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2005
VL 21
IS 3
BP 187
EP 194
DI 10.1080/07434610400006638
PG 8
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DH
UT WOS:000235531600002
ER
PT J
AU Kent-Walsh, J
McNaughton, D
AF Kent-Walsh, J
McNaughton, D
TI Communication partner instruction in AAC: Present practices and future
directions
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication; communication partners;
facilitators; instruction; training
ID STRATEGY; STUDENTS
AB The success of communicative interaction is dependent on the communication skills of each individual participating in the exchange. Accordingly, in the case of an interaction involving an individual using augmentative and alternative communication (AAC), the success of the interaction depends not only on the skills of this individual, but also on those of the communication partner. Current literature indicates that communication partner instruction is a critical intervention component. Furthermore, there is evidence that, with instruction, communication partners can learn to use facilitative interaction skills and strategies to better support the communication of individuals using AAC. To date, however, little attention has been paid to the most effective and efficient instructional methods for communication partner intervention programs. Therefore, in this paper, we propose an eight-step strategic model for use in communication partner instruction programs, and identify future research directions related to this model.
C1 Univ Cent Florida, Dept Commun Disorders, Orlando, FL 32816 USA.
Penn State Univ, University Pk, PA 16802 USA.
RP Kent-Walsh, J (reprint author), Univ Cent Florida, Dept Commun Disorders, POB 162215, Orlando, FL 32816 USA.
EM jkent@mail.ucf.edu
RI McNaughton, David/G-4822-2010
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NR 49
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2005
VL 21
IS 3
BP 195
EP 204
DI 10.1080/07434610400006646
PG 10
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DH
UT WOS:000235531600003
ER
PT J
AU Patel, R
Khamis-Dakwar, R
AF Patel, R
Khamis-Dakwar, R
TI An AAC training program for special education teachers: A case study of
Palestinian Arab teachers in Israel
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE AAC training models; special education; barrier model; knowledge;
practice; attitudes; Palestinian; Arabic
AB We present an augmentative and alternative communication (AAC) training program provided to 20 special education teachers in a Palestinian Arab community in Israel. The training program consisted of didactic workshops interleaved with on-site supervision. Instructional goals included creating awareness, imparting knowledge, and assisting teachers to develop and use AAC within their classrooms. Prior to training, we administered a questionnaire to assess teachers' knowledge, practices, and attitudes in relation to AAC. The questionnaire was re-administered and individual interviews were conducted post-training to determine the program's impact on knowledge, practices, and attitude barriers. Teachers' responses revealed that training helped them to address barriers to AAC intervention. The responses also provided insights into the linguistic and cultural challenges of AAC implementation within the Palestinian Arab community.
C1 Northeastern Univ, Dept Speech Language Pathol & Audiol, Boston, MA 02115 USA.
Columbia Univ, Teachers Coll, New York, NY 10027 USA.
RP Patel, R (reprint author), Northeastern Univ, Dept Speech Language Pathol & Audiol, 360 Huntington Ave,102 Forsyth Bldg, Boston, MA 02115 USA.
EM r.patel@neu.edu
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PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
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PY 2005
VL 21
IS 3
BP 205
EP 217
DI 10.1080/07434610400011638
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DH
UT WOS:000235531600004
ER
PT J
AU Kimberly, MHA
Weiss, SJ
Garrett, KL
Lloyd, LL
AF Kimberly, MHA
Weiss, SJ
Garrett, KL
Lloyd, LL
TI The effect of remnant and pictographic books on the communicative
interaction of individuals with global aphasia
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); global aphasia;
communication book; conversational facilitation; pictographic symbols;
remnant book
ID AUDITORY COMPREHENSION; VISUAL COMMUNICATION; LANGUAGE; REHABILITATION;
ADULTS
AB People with global aphasia are known to have difficulty comprehending or using external symbols, such as line drawings of single objects, during conversations. It was hypothesized that remnants, actual objects, or photographs of events or items of personal significance, may be a more useful means of representing conversational topics for individuals with global aphasia than generic pictographic symbols. In this study, changes in the communication behaviors of two adults with global aphasia across the three conversational conditions of baseline (no symbols), pictographic topic symbols, and remnants were measured. Results indicated that participants with aphasia initiated more topics and had fewer unrepaired communication breakdowns in both of the symbol conditions than when no symbols were available. Participants engaged in more pointing behavior with remnants than with pictographic symbols, and communication partners' subjective evaluations also favored remnants over pictographs. As expected, some variability was observed between and within participants. Remnant books were still in use at the rehabilitation facility for patients with global and severe aphasia three years after termination of the study.
C1 Purdue Univ, Dept Audiol & Speech Sci, W Lafayette, IN 47904 USA.
SWAAC Consulting, Boston, MA USA.
Duquesne Univ, Pittsburgh, PA 15282 USA.
RP Kimberly, MHA (reprint author), Purdue Univ, Dept Audiol & Speech Sci, 1353 Heavil Hall, W Lafayette, IN 47904 USA.
EM kim@kimberlyho.net
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NR 53
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD SEP
PY 2005
VL 21
IS 3
BP 218
EP 232
DI 10.1080/07434610400016694
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DH
UT WOS:000235531600005
ER
PT J
AU Sonnenmeier, RM
McSheehan, M
Jorgensen, CM
AF Sonnenmeier, RM
McSheehan, M
Jorgensen, CM
TI A case study of team supports for a student with autism's communication
and engagement within the general education curriculum: Preliminary
report of the beyond access model
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Conference of the TASH/American-Association-on-Mental-Retardation
CY 2003
CL Chicago, IL
SP TASH, Amer Assoc Ment Retardat
DE augmentative and alternative communication (AAC); autism; collaborative
teaming; general education curriculum; inclusive education
ID DISABILITIES
AB The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general education classroom. Preliminary findings are presented through a case study of the 10-year-old student with autism, who, previous to the study, was reported to have an academic level of 18 months to 24 months. A 4-phase process for designing and evaluating supports led to improved collaborative teaming among team members, clarification of priority learning goals for the student, increased engagement and opportunities for learning by the student in the general education curriculum, and improved augmentative and alternative communication outcomes. Potential limitations and costs of the model include staff-time commitment and the involvement of a mentor to guide the process.
C1 Univ New Hampshire, Inst Disabil, UCED, Durham, NH 03824 USA.
RP Sonnenmeier, RM (reprint author), Univ New Hampshire, Inst Disabil, UCED, 10 W Edge Dr, Durham, NH 03824 USA.
EM raes@unh.edu
CR Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
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Ryndak DL, 1999, J ASSOC PERS SEVERE, V24, P5, DOI 10.2511/rpsd.24.1.5
Snell M. E., 2000, COLLABORATIVE TEAMIN
Snell ME, 2003, RES PRACT PERS SEV D, V28, P70, DOI 10.2511/rpsd.28.2.70
SONNENMEIER R, 2003, IMPACT FEATURE ISSUE, V16, P6
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Tashie C., 1996, TASH NEWSLETTER, V22, P19
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VILLA RA, 1995, CREATING INCLUSIVE S
WEIR C, 2002, PROMOTING EXCELLENCE
WEYMEYER M, 2002, TEACHING STUDENTS ME
NR 59
TC 16
Z9 16
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2005
VL 21
IS 2
BP 101
EP 115
DI 10.1080/07434610500103608
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DF
UT WOS:000235531400003
ER
PT J
AU Hunt-Berg, M
AF Hunt-Berg, M
TI The Bridge School: Educational inclusion outcomes over 15 years
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); outcomes; inclusive
education; participation; physical impairment
AB In this retrospective study, Bridge School's service delivery model is described and the nature and success of participants' initial educational experiences subsequent to Bridge School are reported. Bridge School provides intensive AAC services to students with severe speech and physical impairments, with the goal of facilitating student competence with AAC technologies and then returning students to their respective local inclusive schools. Sixteen former Bridge School students participated in this study. To establish a basis for participant outcomes, archival records were analyzed to determine the instructional focus, patterns of acquiring AAC technologies, and levels of educational participation. After attending Bridge School, 13 participants made the transition to inclusive educational settings in their local schools. From an educational team perspective, participants experienced success in these environments, but not all achieved independent use of AAC devices.
C1 Bridge Sch, Hillsborough, CA 94010 USA.
RP Hunt-Berg, M (reprint author), Bridge Sch, 545 Eucalyptus Ave, Hillsborough, CA 94010 USA.
EM huntberg@aol.com
CR Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
Blackstone S., 2003, SOCIAL NETWORKS COMM
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World Health Organisation, 2001, INT CLASS FUNCT DIS
NR 21
TC 8
Z9 8
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2005
VL 21
IS 2
BP 116
EP 131
DI 10.1080/07434610500103509
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DF
UT WOS:000235531400004
ER
PT J
AU Downing, JE
AF Downing, JE
TI Inclusive education for high school students with severe intellectual
disabilities: Supporting communication
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE inclusive education; augmentative and alternative communication; complex
communication needs; severe disabilities
ID GENERAL-EDUCATION; SOCIAL INTERACTIONS; MENTAL-RETARDATION; PEERS;
CHILDREN; BEHAVIOR; TEACHER; INDIVIDUALS; INSTRUCTION; CLASSROOMS
AB This article provides a summary of different strategies used to support the complex communication needs of high school students with severe intellectual disabilities and additional impairments who are included in general education classrooms. The premise of this paper is that students with severe cognitive disabilities benefit from inclusive educational opportunities at the high school level and can acquire critical communication skills, given the necessary support. High school students typically communicate for a variety of purposes and use a variety of different modes of communication. This variety in purpose and mode extends to students who do not use speech and have other severe disabilities. The role that peers can play in the development of communication for high school students is described, as well as the need to critically evaluate the learning environment in order to identify communication opportunities.
C1 Calif State Univ Northridge, Northridge, CA 91330 USA.
RP Downing, JE (reprint author), Calif State Univ Northridge, 18111 Nordhoff St, Northridge, CA 91330 USA.
EM june.downing@csun.edu
CR Agran M, 2000, J ASSOC PERS SEVERE, V25, P167, DOI 10.2511/rpsd.25.3.167
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Ryndak D. L., 2003, FDN INCLUSIVE ED COM
SANDS DJ, 2001, SELF DETERMINATION L
SCHIEFELBUSCH R, 1974, LANGUAGE PERSPECTIVE
SELIGMAN M, 1993, HELPLESSNESS DEPRESS
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*US DEP ED, 2002, 24 ANN REP C IMPL IN
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White MT, 2003, RES PRACT PERS SEV D, V28, P205, DOI 10.2511/rpsd.28.4.205
NR 78
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2005
VL 21
IS 2
BP 132
EP 148
DI 10.1080/07434610500103582
PG 17
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DF
UT WOS:000235531400005
ER
PT J
AU Robinson, NB
Sadao, KC
AF Robinson, NB
Sadao, KC
TI Person-focused learning: A collaborative teaching model to prepare
future AAC professionals
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the American-Educational-Research-Association
CY APR 01-05, 2002
CL NEW ORLEANS, LA
SP Amer Educ Res Assoc
DE collaboration; problem solving; case-based learning; pre-service
training; critical thinking; augmentative and alternative communication
( AAC)
AB Problem- and inquiry-based learning show promise as effective teaching methods designed to prepare future professionals in special education and related services to develop team skills and to work collaboratively with families. Person-focused learning (PFL), which is based on problem- and inquiry-based methods, was developed by the authors as a means of preparing future AAC professionals to work directly with family members and individuals with disabilities in collaborative teams, using augmentative and alternative communication systems. The authors applied and evaluated PFL across three different courses and university settings, using a common teaching process to implement and to evaluate PFL. The effectiveness of PFL was evaluated based on the perceptions of the participants, and included perspectives of students, family members, and individuals. The faculty who implemented the courses employed qualitative measures to explore student, family, and individual experiences. Thematic analysis showed that students in all three courses reported positive changes in their attitudes towards individuals with disabilities, as well as their knowledge about problem solving in collaborative groups, working with families and individuals, and the development of appropriate AAC systems to meet individual needs. Although the qualitative methodology limited the generalizability of the findings, person-focused learning was found to have potential as an effective method for assisting AAC professionals to develop team-based and family-based collaborative skills. Several areas for further study of PFL were identified, including the need for controlled studies, demonstration of efficient methods for family and individual involvement, and evaluation of AAC technical skills.
C1 San Francisco State Univ, Dept Special Educ & Commun Disorders, San Francisco, CA 94132 USA.
Stockton Unified Sch Dist, Stockton, CA USA.
RP Robinson, NB (reprint author), San Francisco State Univ, Dept Special Educ & Commun Disorders, 1600 Holloway Ave, San Francisco, CA 94132 USA.
EM nancyr@sfsu.edu
CR *AM SPEECH LANG HE, 2004, ASHA S, V24, P93
Anderson P. L., 1999, TEACHER ED SPECIAL E, V22, P188
Beukelman D. R., 1998, AUGMENTATIVE ALTERNA
Bogdan R. C., 1998, QUALITATIVE RES ED, V3th
BOYLE JR, 2001, CASES SPECIAL ED
CHABON S, 2000, AM SPEECH LANG HEAR
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Creswell JW, 1998, QUALITATIVE INQUIRY
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STEVENS L, 2002, PERSPECTIVES ISSUES, V10, P3
NR 24
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD JUN
PY 2005
VL 21
IS 2
BP 149
EP 163
DI 10.1080/07434610500103616
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 015DF
UT WOS:000235531400006
ER
PT J
AU Olsson, C
AF Olsson, C
TI The use of communicative functions among pre-school children with
multiple disabilities in two different setting conditions: Group versus
individual patterns
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE communicative functions; multiple disabilities; setting condition
ID BEHAVIORS; SITUATIONS; ATTENTION; TOYS
AB In this study, the use of communicative functions of nine pre-school children with severe multiple disabilities who interacted with pre-school staff in two different play setting conditions was investigated. The main purpose was to determine the extent to which the rate of use of different communicative functions was related to (a) individual-specific characteristics, and (b) environmental setting characteristics. Data were analyzed according to a three-tiered method of analysis, with group results combined with patterns that were unique to individuals. The results indicated that the relationships between the rate of use of communicative functions and individual-specific characteristics were weaker than the relationships between rate of use of communicative functions and setting characteristics, which were found to be very strong. The results also revealed that children with similar individual characteristics could display quite different rates as well as different patterns of use of communicative functions.
C1 ALA Res Fdn, S-11226 Stockholm, Sweden.
RP Olsson, C (reprint author), ALA Res Fdn, Flemmingg 21,4 Tr, S-11226 Stockholm, Sweden.
EM cecilia.olsson@ala.fub.se
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NR 48
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PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2005
VL 21
IS 1
BP 3
EP 18
DI 10.1080/07434610412331270516
PG 16
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 014ZJ
UT WOS:000235521400002
ER
PT J
AU Ferm, U
Ahlsen, E
Bjorck-Akesson, E
AF Ferm, U
Ahlsen, E
Bjorck-Akesson, E
TI Conversational topics between a child with complex communication needs
and her caregiver at mealtime
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT 10th Biennial Conference of the
International-Society-for-Augmentative-and-Alternative-Communication
CY AUG, 2002
CL Odense, DENMARK
SP Int Soc Augmentat & Alternat Commun
DE child-caregiver interaction; activity; conversational topics;
augmentative and alternative communication
ID DISCOURSE
AB Naturalistic mealtime interactions between a child with complex communication needs and her caregiver (focus dyad) and a child without disabilities and her caregiver (comparison dyad) were investigated. An activity-based communication analysis was used to outline the contextual background factors of the dyads' activities, and the dyads' conversational topics were analyzed. For the child and her caregiver (the focus dyad), the natural mode of communication at mealtime was unaided. Communication mostly concerned immediate mealtime issues. Other, shorter, topics were introduced but were also anchored to immediate issues. In contrast, the child and caregiver who comprised the comparison dyad conversed about a variety of personal topics that extended beyond the present. Topic patterns are exemplified using discourse excerpts and are discussed in relation to aided communication and development.
C1 Univ Gothenburg, Gothenburg, Sweden.
Malardalen Univ, Vasteras, Sweden.
RP Ferm, U (reprint author), Lillevalevagen 2, S-43090 Ockero, Sweden.
EM ulrika.ferm@telia.com
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NR 89
TC 10
Z9 10
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2005
VL 21
IS 1
BP 19
EP 40
DI 10.1080/07434610412331270507
PG 22
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 014ZJ
UT WOS:000235521400003
ER
PT J
AU McCarthy, J
Light, J
AF McCarthy, J
Light, J
TI Attitudes toward individuals who use augmentative and alternative
communication: Research review
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Annual Convention of the American-Speech-Language-Hearing-Association
(ASHA)
CY NOV, 2002
CL ATLANTA, GA
SP Amer Speech Language Hearing Assoc
DE attitudes; augmentative and alternative communication; research review
ID NONSPEAKING INDIVIDUALS; CHILDRENS ATTITUDES; DISABILITIES; COMPETENCE;
VARIABLES; PEOPLE
AB This paper presents the findings of a review of 13 studies of attitudes toward individuals who use augmentative and alternative communication (AAC). The following factors that influenced attitudes were found: characteristics of typically developing individuals, characteristics of the person using AAC, and characteristics of AAC systems' output. This research base indicates that females reported more positive attitudes than males, and that individuals with previous experience with people with disabilities reported more positive attitudes than did individuals who had no previous experience with people with disabilities. The AAC system and other factors studied did not appear to be influential as single factors; however, data from the studies reviewed provide support for the hypothesis that attitudes are formed by the interaction of many different factors. There has been limited research in techniques to change attitudes toward individuals who use AAC. A recommendation from this review is that future research should focus on strategies to modify both attitudes and behavior in order to reduce barriers to social interaction.
C1 Penn State Univ, Dept Commun Sci & Disorders, University Pk, PA 16802 USA.
RP Light, J (reprint author), Penn State Univ, Dept Commun Sci & Disorders, 110 Moore Bldg, University Pk, PA 16802 USA.
EM jcl4@psu.edu
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NR 53
TC 19
Z9 19
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2005
VL 21
IS 1
BP 41
EP 55
DI 10.1080/07434640410001699753
PG 15
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 014ZJ
UT WOS:000235521400004
ER
PT J
AU Weiss, PL
Seligman-Wine, J
Lebel, T
Arzi, N
Yalon-Chamovitz, S
AF Weiss, PL
Seligman-Wine, J
Lebel, T
Arzi, N
Yalon-Chamovitz, S
TI A demographic survey of children and adolescents with complex
communication needs in Israel
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article
DE augmentative and alternative communication (AAC); demographics;
intellectual disability; cerebral palsy; professional training
AB The objectives of this study were to (a) determine the number of children and adolescents with complex communication needs between the ages of 3 and 21 years who attended special education preschools and schools in Israel; and (b) to probe characteristics of this population's educational programs, especially with respect to AAC interventions and equipment use. Of the 5430 students enrolled in 183 special education preschool and school settings, responses were received for 73% of the children, of whom about 40% were reported to have complex communication needs. It is anticipated that the results of the study will provide guidance with respect to (a) establishing intervention strategies for children in need of AAC, (b) identifying the type and number of training programs required by AAC professionals, and (c) establishing a more equitable allocation of resources for AAC purposes from the national health and education budgets.
C1 Univ Haifa, Fac Social Welf & Hlth Studies, Dept Occupat Therapy, IL-31905 Haifa, Israel.
Mishaul, Israeli Ctr Augmentat Commun & Assist Devices, Jerusalem, Israel.
Israel Elwyn Pre Sch Ctr, Jerusalem, Israel.
Univ Haifa, Dept Commun Disorders, Haifa, Israel.
Kibbutzim Coll Educ, Tel Aviv, Israel.
Idud Sch Severe Cognit Impairment, Rehovot, Israel.
Hadassah Hebrew Univ, Sch Occupat Therapy, Jerusalem, Israel.
RP Weiss, PL (reprint author), Univ Haifa, Fac Social Welf & Hlth Studies, Dept Occupat Therapy, IL-31905 Haifa, Israel.
EM tamar@research.haifa.ac.il
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NR 22
TC 4
Z9 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2005
VL 21
IS 1
BP 56
EP 66
DI 10.1080/07434610412331272910
PG 11
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 014ZJ
UT WOS:000235521400005
ER
PT J
AU Smith, MM
AF Smith, MM
TI The dual challenges of aided communication and adolescence
SO AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
LA English
DT Article; Proceedings Paper
CT Conference of the European-Academy-of-Childhood-Disability
CY OCT 02-04, 2003
CL Oslo, NORWAY
SP European Acad Childhood Disabil
DE adolescence; aided communication; language and communication
development; identity
ID AUGMENTATIVE COMMUNICATION; AAC SYSTEMS; LANGUAGE; CHILDREN; OUTCOMES;
CONVERSATIONS; COMPREHENSION; PERSPECTIVE; FAMILY; IMPACT
AB Over the last two decades it has been recognized that spoken language and communication skills continue to develop during adolescence. It seems likely that, for people who use aided AAC, language learning similarly continues into adolescence. Despite its importance, this developmental period has been largely ignored in research. In this paper, the significance assigned to adolescence as a developmental period is reviewed. The language and communication changes that typify adolescence and the consequences of difficulties in these areas are considered. Potential challenges to aided communication systems and the implications of the linguistic and socio-communicative attributes of such systems are explored. Finally, an agenda for research is proposed in order to further the understanding among AAC professionals of this important developmental period.
C1 Trinity Coll Dublin, Sch Clin Speech & Language Studies, Dublin 2, Ireland.
RP Smith, MM (reprint author), Trinity Coll Dublin, Sch Clin Speech & Language Studies, 184 Pearse St, Dublin 2, Ireland.
EM mmsmith@tcd.ie
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NR 81
TC 15
Z9 15
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0743-4618
J9 AUGMENT ALTERN COMM
JI Augment. Altern. Commun.
PD MAR
PY 2005
VL 21
IS 1
BP 67
EP 79
DI 10.1080/10428190400006625
PG 13
WC Audiology & Speech-Language Pathology; Rehabilitation
SC Audiology & Speech-Language Pathology; Rehabilitation
GA 014ZJ
UT WOS:000235521400006
ER
EF