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Logan K, Iacono T, Trembath D. Aided Enhanced milieu teaching to develop symbolic and social communication skills in children with autism spectrum disorder. Augment Altern Commun 2024; 40:125-139. [PMID: 37823798 DOI: 10.1080/07434618.2023.2263558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Accepted: 09/10/2023] [Indexed: 10/13/2023] Open
Abstract
Children who lack functional spoken language are candidates for augmentative and alternative communication (AAC). Aided AAC and naturalistic interventions offer the potential to extend the communication functions demonstrated by children with autism spectrum disorder (ASD) who are nonspeaking. Related intervention research, however, has been limited, in that interventions have generally targeted a limited range of communication functions taught in highly structured, decontextualized environments. The aim of this study was to investigate the efficacy of an intervention that combined aided AAC with a naturalistic intervention - enhanced milieu teaching (AEMT) - to increase symbolic communication in children with autism spectrum disorder. Three children with autism spectrum disorder participated in a multiple probe design, in which a range of communication functions were targeted using the AEMT. Results showed increases in the use of symbolic communication from baseline to intervention phases, which were found to be statistically significant for two of the three children (phi 0.7-0.81; p < .001). Intervention outcomes were generalized to a communication partner not involved in the intervention and maintained over time for all children. The study provides preliminary evidence that communication functions beyond object requests could be taught using a systematic, multi-element approach implemented across activities.
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Affiliation(s)
- Kristy Logan
- Faculty of Health, Charles Darwin University, Darwin, Northern Territory, Australia
| | - Teresa Iacono
- La Trobe Rural Health School and Living with Disability Research Centre, La Trobe University, Bendigo, Victoria, Australia
| | - David Trembath
- Menzies Health Institute Queensland, Griffith University, Southport, Queensland, Australia
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Holyfield C, MacNeil S, Caldwell N, O'Neill Zimmerman T, Lorah E, Dragut E, Vucetic S. Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1174-1192. [PMID: 38290536 DOI: 10.1044/2023_ajslp-23-00224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2024]
Abstract
PURPOSE Augmentative and alternative communication (AAC) technology innovation is urgently needed to improve outcomes for children on the autism spectrum who are minimally verbal. One potential technology innovation is applying artificial intelligence (AI) to automate strategies such as augmented input to increase language learning opportunities while mitigating communication partner time and learning barriers. Innovation in AAC research and design methodology is also needed to empirically explore this and other applications of AI to AAC. The purpose of this report was to describe (a) the development of an AAC prototype using a design methodology new to AAC research and (b) a preliminary investigation of the efficacy of this potential new AAC capability. METHOD The prototype was developed using a Wizard-of-Oz prototyping approach that allows for initial exploration of a new technology capability without the time and effort required for full-scale development. The preliminary investigation with three children on the autism spectrum who were minimally verbal used an adapted alternating treatment design to compare the effects of a Wizard-of-Oz prototype that provided automated augmented input (i.e., pairing color photos with speech) to a standard topic display (i.e., a grid display with line drawings) on visual attention, linguistic participation, and (for one participant) word learning during a circle activity. RESULTS Preliminary investigation results were variable, but overall participants increased visual attention and linguistic participation when using the prototype. CONCLUSIONS Wizard-of-Oz prototyping could be a valuable approach to spur much needed innovation in AAC. Further research into efficacy, reliability, validity, and attitudes is required to more comprehensively evaluate the use of AI to automate augmented input in AAC.
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Affiliation(s)
- Christine Holyfield
- Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville
| | - Stephen MacNeil
- Department of Computer and Information Sciences, Temple University, Philadelphia, PA
| | - Nicolette Caldwell
- Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville
| | - Tara O'Neill Zimmerman
- Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville
| | - Elizabeth Lorah
- Department of Curriculum and Instruction, University of Arkansas, Fayetteville
| | - Eduard Dragut
- Department of Computer and Information Sciences, Temple University, Philadelphia, PA
| | - Slobodan Vucetic
- Department of Computer and Information Sciences, Temple University, Philadelphia, PA
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3
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Clarke KA, Siegel M, Williams DL. The Relationship Between Augmentative and Alternative Communication Use by Pediatric Psychiatric Inpatients With Autism Spectrum Disorder and Interfering Behaviors. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2040-2056. [PMID: 37433305 DOI: 10.1044/2023_ajslp-23-00019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/13/2023]
Abstract
PURPOSE Previous research conducted by Williams et al. (2018) using data from the Autism Inpatient Collection (AIC) found a weak and inconsistent association between verbal ability and the severity of interfering behaviors; however, adapting/coping scores were significantly associated with self-injury, stereotypy, and irritability (including aggression and tantrums). The previous study did not account for access to or use of alternative forms of communication in their sample population. This study uses retrospective data to investigate the association between verbal ability and augmentative and alternative communication (AAC) use and the presence of interfering behaviors in individuals with autism who have complex behavioral profiles. METHOD The sample included 260 autistic inpatients, ages 4-20 years, from six psychiatric facilities, enrolled during the second phase of the AIC when detailed information about AAC use was collected. Measures included AAC use, method, and function; comprehension and production of language; receptive vocabulary; nonverbal IQ; severity of interfering behaviors; and the presence and severity of repetitive behaviors. RESULTS Lower language/communication abilities were related to increased repetitive behaviors and stereotypies. More specifically, these interfering behaviors appeared to be related to communication in those individuals who were candidates for AAC but who were not reported to have access to it. Although the use of AAC did not predict a decrease in interfering behaviors, receptive vocabulary scores-as measured by the Peabody Picture Vocabulary Test-Fourth Edition-were positively correlated with the presence of interfering behaviors in participants with the most complex communication needs. CONCLUSIONS The communication needs of some individuals with autism may be unmet, prompting the use of interfering behaviors as a form of communication. Further investigation of the functions of interfering behaviors and the related functions of communication skills may provide greater support for an increased focus on the provision of AAC to prevent and ameliorate interfering behaviors in individuals with autism.
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Affiliation(s)
- Kaitlyn A Clarke
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Matthew Siegel
- Maine Medical Center Research Institute, Spring Harbor Hospital, Tufts University School of Medicine, Westbrook
| | - Diane L Williams
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
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Laher Z, Dada S. The effect of aided language stimulation on the acquisition of receptive vocabulary in children with complex communication needs and severe intellectual disability: a comparison of two dosages. Augment Altern Commun 2023:1-14. [PMID: 36939217 DOI: 10.1080/07434618.2022.2155566] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2023] Open
Abstract
Aided language stimulation is an augmented input strategy that facilitates the expressive and receptive language skills of persons who require augmentative and alternative communication (AAC). The aim of this study was to determine and compare the acquisition of receptive vocabulary items during implementation of aided language stimulation with dosages of 40% and 70%, respectively. An adapted alternating treatment design was replicated across six participants with complex communication needs and severe intellectual disability. All participants demonstrated receptive vocabulary acquisition when aided language stimulation was provided with a dosage of 70%, and two participants demonstrated acquisition when a dosage of 40% was provided. Receptive vocabulary acquisition was maintained following a 6-day withdrawal period. The dosage of augmented input may impact receptive vocabulary acquisition for children with complex communication needs and severe intellectual disability, with higher dosages being more effective for some participants. The findings indicate that clinicians should be aware that dosage is an important consideration when providing aided language stimulation to facilitate receptive vocabulary acquisition in children with complex communication needs and severe intellectual disability.
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Affiliation(s)
- Zakiyya Laher
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
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Sterrett K, Holbrook A, Landa R, Kaiser A, Kasari C. The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal †. Augment Altern Commun 2023; 39:23-32. [PMID: 36267016 PMCID: PMC10115914 DOI: 10.1080/07434618.2022.2120070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 03/07/2022] [Accepted: 05/11/2022] [Indexed: 11/02/2022] Open
Abstract
The use of speech-generating devices (SGD) in early interventions for children with autism spectrum disorder (ASD) can improve communication and spoken language outcomes. The purpose of this study was to describe children's responsiveness to SGD input modeled by a social partner during adult-child play interactions over a 24-week intervention trial and explore the effect of that responsiveness on spoken language growth. This secondary analysis consisted of 31 children with less than 20 functional words at study entry who received a blended behavioral intervention (JASPER + EMT) as part of a randomized controlled trial. Significant improvements were seen in rate of responsiveness to both adult SGD models and adult natural speech models; only rate of responsiveness to SGD models at entry was a significant predictor of frequency of commenting and was a more robust predictor of number of different words post-intervention. Lastly, at entry, children with more joint attention and language responded to SGD models at significantly higher rates. Attention and responsiveness to SGD output may be important mechanisms of language growth and children who have more joint attention skills may particularly benefit from use of an SGD.
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Affiliation(s)
- Kyle Sterrett
- University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior; 760 Westwood Plaza, Los Angeles, CA 90024
| | - Alison Holbrook
- University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior; 760 Westwood Plaza, Los Angeles, CA 90024
| | - Rebecca Landa
- Kennedy Krieger Institute, Center for Autism and Related Disorders, Baltimore, MD, 21211
| | - Ann Kaiser
- Vanderbilt University Vanderbilt University, Department of Special Education, Nashville, TN, 37203
| | - Connie Kasari
- University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior; 760 Westwood Plaza, Los Angeles, CA 90024
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Hacker RE, Meadan H, Terol AK. Siblings Supporting the Social Interactions of Children Who Use Augmentative and Alternative Communication. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:201-215. [PMID: 36548981 DOI: 10.1044/2022_ajslp-22-00072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE The purpose of this study was to examine the effectiveness of a training and coaching program aimed to increase the use of the aided language modeling (ALM) strategy by siblings to support the social interactions of children with disabilities who use augmentative and alternative communication (AAC) in the natural environment. METHOD A single-case, multiple-probe design that included a training and coaching intervention was implemented to teach four typically developing siblings to use the ALM strategy with high fidelity with their sibling who used AAC. In addition, a second research question investigated the rate at which siblings used the ALM strategy with the child. RESULTS Results revealed that the sibling training and coaching was (a) effective in increasing high fidelity of the siblings' implementation of the ALM strategy and (b) participants and family members found the intervention to be impactful and meaningful. CONCLUSIONS The changes observed throughout this study demonstrate the need for more sibling- and family-centered training to increase the use of AAC in the natural environment. Families were satisfied with the goals, procedures, and outcomes; however, they also expressed their need for additional support.
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Affiliation(s)
- Rebecca E Hacker
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
| | - Hedda Meadan
- Department of Special Education, University of Illinois Urbana-Champaign, Champaign
| | - Adriana Kaori Terol
- Department of Special Education, University of Illinois Urbana-Champaign, Champaign
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Ganz JB, Pustejovsky JE, Reichle J, Vannest KJ, Foster M, Pierson LM, Wattanawongwan S, Bernal AJ, Chen M, Haas AN, Liao CY, Sallese MR, Skov R, Smith SD. Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: a systematic review and meta-analysis. Augment Altern Commun 2022; 39:7-22. [PMID: 36262108 DOI: 10.1080/07434618.2022.2116355] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
This meta-analysis examined communication outcomes in single-case design studies of augmentative and alternative communication (AAC) interventions and their relationship to participant characteristics. Variables addressed included chronological age, pre-intervention communication mode, productive repertoire, and pre-intervention imitation skills. Investigators identified 114 single-case design studies that implemented AAC interventions with school-aged individuals with autism spectrum disorder and/or intellectual disability. Two complementary effect size indices, Tau(AB) and the log response ratio, were applied to synthesize findings. Both indices showed positive effects on average, but also exhibited a high degree of heterogeneity. Moderator analyses detected few differences in effectiveness when comparing across diagnoses, age, the number and type of communication modes, participant's productive repertoires, and imitation skills to intervention. A PRISMA-compliant abstract is available: https://bit.ly/30BzbLv.
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Affiliation(s)
- J B Ganz
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - James E Pustejovsky
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Joe Reichle
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN, USA
| | | | - Margaret Foster
- Department of Medical Sciences, Texas A&M University, College Station, TX, USA
| | - Lauren M Pierson
- Department of Social Work and Communication Disorders, Tarleton State University, Fort Worth, TX, USA
| | | | - Armando J Bernal
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Man Chen
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | | | - Ching-Yi Liao
- Department of Special Education, National Taiwan Normal University, Taipei, Taiwan
| | - Mary Rose Sallese
- Department of Curriculum and Instruction, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Rachel Skov
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - S D Smith
- Department of Elementary, Early, & Special Education, Southeast Missouri State University, Cape Girardeau, MO, USA
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Augmentative and Alternative Communication Intervention Targets for School-Aged Participants with ASD and ID: a Single-Case Systematic Review and Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00326-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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9
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Lorang E, Maltman N, Venker C, Eith A, Sterling A. Speech-language pathologists’ practices in augmentative and alternative communication during early intervention. Augment Altern Commun 2022; 38:41-52. [PMID: 35422176 PMCID: PMC9549491 DOI: 10.1080/07434618.2022.2046853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
This survey study examined augmentative and alternative communication (AAC) practices reported by early intervention speech-language pathologists (SLPs) across the United States (N = 376). The study examined (a) types of AAC that SLPs reported using (i.e., sign language, photographs, pictures, symbols, talking switches, and iPad apps or dedicated speech-generating devices); (b) SLPs' perspectives on the influence of child spoken language ability on AAC recommendations; (c) factors that influenced AAC decision-making within early intervention; and (d) perceived barriers associated with AAC implementation. SLPs reported that they were significantly more likely to introduce all types of AAC to children without spoken language abilities compared to children in later stages of language development. On average, they were most likely to report using or recommending sign language and photographs, and least likely to report using or recommending talking switches or speech-generating devices. Of the options provided, child expressive and receptive language abilities were rated as the most important factors to consider when determining AAC use, followed by cognitive ability, diagnosis, and chronological age. SLPs identified caregiver buy-in and carryover across providers as the most significant barriers to AAC implementation. Recommendations for future research and current AAC practices within early intervention are discussed.
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Affiliation(s)
- Emily Lorang
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
| | - Nell Maltman
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Courtney Venker
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, USA
| | - Alyson Eith
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
| | - Audra Sterling
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
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10
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Dodge-Chin C, Shigetomi-Toyama S, Quinn ED. Teaching Parents Read, Ask, Answer, Prompt Strategies via Telepractice: Effects on Parent Strategy Use and Child Communication. Lang Speech Hear Serv Sch 2022; 53:237-255. [PMID: 35050723 DOI: 10.1044/2021_lshss-21-00075] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This study aimed to explore the feasibility of a telepractice communication partner intervention for children who use augmentative and alternative communication (AAC) and their parents. METHOD Five children (aged 3;4-12;9 [years;months]) with severe expressive communication impairments who use AAC and their parents enrolled in a randomized, multiple-probe design across participants. A speech-language pathologist taught parents to use a least-to-most prompting procedure, Read, Ask, Answer, Prompt (RAAP), during book reading with their children. Parent instruction was provided through telepractice during an initial 60-min workshop and five advanced practice sessions (M = 28.41 min). The primary outcome was parents' correct use of RAAP, measured by the percentage of turns parents applied the strategies correctly. Child communication turns were a secondary, exploratory outcome. RESULTS There was a functional relation (intervention effect) between the RAAP instruction and parents' correct use of RAAP. All parents showed a large, immediate increase in the level of RAAP use with a stable, accelerating (therapeutic) trend to criterion after the intervention was applied. Increases in child communication turns were inconsistent. One child increased his communication turns. Four children demonstrated noneffects; their intervention responses overlapped with their baseline performance. CONCLUSIONS Telepractice RAAP strategy instruction is a promising service delivery for communication partner training and AAC interventions. Future research should examine alternate observation and data collection and ways to limit communication partner instruction barriers.
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Affiliation(s)
- Cheri Dodge-Chin
- Speech-Language Pathology Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Sandra Shigetomi-Toyama
- Speech-Language Pathology Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Emily D Quinn
- Department of Pediatrics, Oregon Health & Science University, Portland
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Barton-Hulsey A, Phinney S, Collins S. Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder. Semin Speech Lang 2021; 42:345-362. [PMID: 34311485 DOI: 10.1055/s-0041-1730996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed.
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Affiliation(s)
- Andrea Barton-Hulsey
- School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
| | - Sarah Phinney
- Department of Communication Sciences and Disorders, Georgia State University, Atlanta, Georgia
| | - Sara Collins
- School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
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Dada S, Flores C, Bastable K, Schlosser RW. The effects of augmentative and alternative communication interventions on the receptive language skills of children with developmental disabilities: A scoping review. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 23:247-257. [PMID: 32893695 DOI: 10.1080/17549507.2020.1797165] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE To map and synthesise research evidence of the effects that aided and unaided AAC interventions have on the receptive language of children with developmental disabilities. METHOD This scoping review used a four-pronged search strategy (electronic databases, dissertations and theses, hand search, ancestry searches) to identify germane studies. A total of 16 studies met the inclusion criteria. These studies were described in terms of the number of participants, participant characteristics, research design, AAC interventions, intervention outcomes, intervention effects, and quality appraisal. RESULT The review revealed positive associations between aided and unaided AAC, vocabulary acquisition and symbol comprehension. CONCLUSION AAC interventions may have merit for the development of receptive language skills in children with developmental disabilities. Specific gaps in relation to unaided AAC, aided augmented input strategies, morphological and syntax development, and discourse comprehension are highlighted.
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Affiliation(s)
- Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Cathy Flores
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Kirsty Bastable
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Ralf W Schlosser
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
- Department of Communication Sciences and Disorder, Northeastern University, Boston, MA, USA
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Chazin KT, Ledford JR, Pak NS. A Systematic Review of Augmented Input Interventions and Exploratory Analysis of Moderators. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1210-1223. [PMID: 33789063 PMCID: PMC10110354 DOI: 10.1044/2020_ajslp-20-00102] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 09/13/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
Purpose Augmented input is the act of concurrently modeling language verbally and on a communication device, and is one strategy for teaching individuals to effectively use aided modes of communication. The purpose of this literature review is to assess the efficacy of augmented input for increasing communication and to identify intervention components, participant characteristics, and instructional contexts related to therapeutic outcomes. Method We double screened all potential sources and double coded all included sources. Database, forward, and backward searches yielded 99 single case designs in 26 sources. We coded characteristics of participants, instructional contexts, independent variables, and dependent variables. We also coded quality/rigor and primary outcomes for each design or comparison. Results Across high-quality studies, two thirds of designs indicated that augmented input was effective compared to baseline conditions and alternative interventions, and exploratory analyses indicated that receptive language skills, age, and diagnoses may moderate intervention efficacy. Most augmented input interventions included additional components that may serve as "active ingredients" (e.g., systematic prompting, contextual reinforcement). Most studies also did not report participant characteristics hypothesized to moderate intervention efficacy (e.g., joint attention skills, imitation repertoire). Results also indicated high risk of publication bias, with peer-reviewed sources twice as likely to include positive effects than dissertations and theses. Conclusions Across high-quality studies, augmented input was inconsistently effective as a stand-alone intervention. Packaged interventions that included augmented input were typically more effective than augmented input in isolation, particularly for individuals who were young, had strong receptive language skills, or had no comorbid diagnoses.
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Affiliation(s)
- Kate T. Chazin
- Department of Special Education, Vanderbilt University, Nashville, TN
| | | | - Natalie S. Pak
- Department of Special Education, Vanderbilt University, Nashville, TN
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Douglas SN, Biggs EE, Meadan H, Bagawan A. The Effects of Telepractice to Support Family Members in Modeling a Speech-Generating Device in the Home. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1157-1169. [PMID: 33945290 DOI: 10.1044/2021_ajslp-20-00230] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Purpose Family members are an integral support for children with complex communication needs (CCN). However, there is limited research exploring "whole family" intervention to support children with CCN, including evidence-based approaches such as aided language modeling and innovative delivery options such as telepractice. The purpose of this study was to explore whether the use of telepractice-based training and coaching is a valid means of delivering intervention to the whole family unit to implement aided language modeling. Method A 4-year-old child with CCN who uses a speech-generating device and her four family members participated in the study. A single-case multiple-probe design across the four dyads was used to determine the effect of the memory aid, namely, Prepare, Show, Wait, and Respond, via telepractice intervention to teach family members to provide aided language modeling with fidelity during natural routines. Results We found that telepractice-based training and coaching increased family members' high-fidelity models and rate of modeling. The target child also showed an increase in independent communication and rate of augmentative and alternative communication use. Social validity interviews indicated that the participants found the intervention to be socially valid. Conclusions Given the findings of this study, speech-language pathologists should encourage the involvement of the whole family in augmentative and alternative communication interventions. Future research should examine the impact of training and coaching all family members together in their natural environment, explore specific adaptations for participants, and investigate the effects of intervention delivered by speech-language pathologists who work directly with families and utilize family-centered practices.
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Affiliation(s)
- Sarah N Douglas
- Human Development and Family Studies, Michigan State University, East Lansing
| | | | | | - Atikah Bagawan
- Human Development and Family Studies, Michigan State University, East Lansing
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15
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Hayes LE, Traughber MC. Improving Facilitation of Student Communication Through Observational Feedback Within a Partner Instruction Model. Lang Speech Hear Serv Sch 2021; 52:542-553. [PMID: 33514283 DOI: 10.1044/2020_lshss-20-00049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The purpose of this study was to further evaluate an eight-step partner instructional model developed by Kent-Walsh and McNaughton that has been demonstrated to improve implementation quality and fidelity among adults in clinical and educational settings who support the use of augmentative and alternative communication (AAC) for individuals with complex communication needs. Method This study examined the effectiveness of the eight-step model in a K-12 special education setting. Participants included 26 staff and 19 students. Effects on both communication partner modeling and student AAC system use were assessed. The study expanded upon prior research by employing a group design, including largely adolescent participants, and utilizing multiple AAC hardware and software types. Results Staff receiving training and coaching via the full eight-step model demonstrated gains in the percentage of utterances modeled, and their student partners increased mean length of utterance. The study failed to find statistically significant differences between the experimental group and a comparison group receiving only Stages 1-5 of the model. Conclusion Findings provide additional evidence for the viability of the eight-step instructional model as a methodology to promote the communication skills of students who utilize AAC, and also point to the advanced practice and feedback element of the model as a potential mediator of intervention outcomes.
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Affiliation(s)
- Laura E Hayes
- Augmentative Communication Department, Special School District of St. Louis County, MO
| | - Matthew C Traughber
- Division of Evaluation and Research, Special School District of St. Louis County, MO
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Wandin H, Lindberg P, Sonnander K. Development of a tool to assess visual attention in Rett syndrome: a pilot study. Augment Altern Commun 2020; 36:118-127. [PMID: 32791851 DOI: 10.1080/07434618.2020.1798507] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
This was a two-phase study that aimed to (a) develop a tool for assessing visual attention in individuals with Rett syndrome using AAC with a communication partner during naturalistic interactions in clinical settings; and (b) explore aspects of the tool's reliability, validity, and utility. The Assessment of Visual Attention in Interaction (AVAI) tool was developed to assess visual attention operationalized as focused gazes (1 s or longer) at the communication partner, an object, and a symbol set. For the study, six video-recorded interactions with nine female participants diagnosed with Rett syndrome (range: 15-52-years-old) were used to calculate intra- and inter-rater agreement, and 18 recorded interactions were analyzed to examine sensitivity to change and acceptability. There was a significant difference in the AVAI results between two conditions (with and without aided-language modeling). Inter-rater agreement ranged from moderate and strong. There was a range in scores, indicating that the AVAI could differentiate between participants. The AVAI was found to be reliable, able to detect change, and acceptable to the participants. This tool could potentially be used for evaluating interventions that utilize aided AAC.
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Affiliation(s)
- Helena Wandin
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.,Swedish National Center for Rett Syndrome and Related Disorders, Frösön, Sweden
| | - Per Lindberg
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Karin Sonnander
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
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17
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Clarke KA, Williams DL. Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:586-596. [PMID: 32105508 DOI: 10.1044/2019_ajslp-19-00045] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method, (b) input provided, (c) decision-making process, and (d) perceived efficacy of treatment. Additionally, one secondary theme, training and education received, was identified. Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.
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Affiliation(s)
- Kaitlyn A Clarke
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Diane L Williams
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
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18
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Laubscher E, Light J. Core vocabulary lists for young children and considerations for early language development: a narrative review. Augment Altern Commun 2020; 36:43-53. [PMID: 32172598 DOI: 10.1080/07434618.2020.1737964] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
For early symbolic communicators, acquisition of an initial vocabulary is a critically important achievement that sets the stage for future language development. Children who require augmentative and alternative communication (AAC) rely on others to select and provide these important first words for them. One resource to help guide this process includes published lists of words that may contribute to a core vocabulary for individuals who require AAC. Although some clinicians report that they consider or prioritize core words during the vocabulary selection process, it is not known whether an emphasis on core words will best meet the expressive vocabulary needs of early symbolic communicators. The purposes of this narrative review were to (a) review studies that have developed word lists to inform selection of a core vocabulary for young children who require AAC, (b) compare the words on these lists to the early words used by children with typical development, and (c) consider the implications for vocabulary selection and language development for early symbolic communicators who require AAC. Results suggest that core word lists may under-emphasize many of the types of words that predominate in early expressive vocabulary; these lists may not be the most appropriate resources to guide AAC system design and instruction for early symbolic communicators.
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Affiliation(s)
- Emily Laubscher
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
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19
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Quinn ED, Kaiser AP, Ledford JR. Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:80-100. [PMID: 31697898 PMCID: PMC8645247 DOI: 10.1044/2019_ajslp-19-0017] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Revised: 05/02/2019] [Accepted: 08/01/2019] [Indexed: 05/10/2023]
Abstract
Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 (M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt (Binger, Kent-Walsh, Ewing, & Taylor, 2010) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538.
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Affiliation(s)
- Emily D. Quinn
- Department of Pediatrics, Oregon Health & Science University, Portland
| | - Ann P. Kaiser
- Department of Special Education, Vanderbilt University, Nashville, TN
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20
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Wainwright BR, Allen ML, Cain K. The influence of labelling on symbolic understanding and dual representation in autism spectrum condition. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2020; 5:2396941520931728. [PMID: 36381550 PMCID: PMC9620467 DOI: 10.1177/2396941520931728] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS Children with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition. METHODS Children with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object's function or a description of the object's function without a label. Children were then given 30 seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word-picture-referent mapping through free-play, providing an implicit measure of symbolic understanding. RESULTS We found no significant difference in word-picture-referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition. CONCLUSIONS AND IMPLICATIONS Our results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word-picture-referent mapping in autism spectrum condition.
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Affiliation(s)
- Bethany R Wainwright
- Bethany R Wainwright, Department of
Psychology, Lancaster University, Lancaster LA1 4YF, UK
| | - Melissa L Allen
- Bethany R Wainwright, Department of
Psychology, Lancaster University, Lancaster LA1 4YF, UK
| | - Kate Cain
- Bethany R Wainwright, Department of
Psychology, Lancaster University, Lancaster LA1 4YF, UK
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21
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Thistle JJ. The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design. ACTA ACUST UNITED AC 2019. [DOI: 10.1044/2019_persp-19-00017] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Purpose
Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies.
Method
Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border.
Results
In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions.
Conclusion
Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.
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Affiliation(s)
- Jennifer J. Thistle
- Department of Communication Sciences and Disorders, Western Washington University, Bellingham
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22
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Barker RM, Romski M, Sevcik RA, Adamson LB, Smith AL, Bakeman R. Intervention focus moderates the association between initial receptive language and language outcomes for toddlers with developmental delay. Augment Altern Commun 2019; 35:263-273. [PMID: 31868037 DOI: 10.1080/07434618.2019.1686770] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Abstract
This ex-post facto study reanalyzed data from Romski et al. to examine whether intervention focus moderated the relationship between pre-intervention standardized measures of receptive language and post-intervention standardized measures of receptive and expressive language age and observations of expressive target vocabulary size. In all, 62 toddlers with developmental delay were randomly assigned to augmented communication-input (AC-I), augmented communication-output (AC-O), or spoken communication (SC) interventions. AC-I provided augmented language input via spoken language and a speech-generating device (SGD); AC-O encouraged the production of augmented output via an SGD; and SC provided spoken input and encouraged spoken output without using an SGD. Intervention focus moderated the impact of initial receptive language on expressive language age and expressive target vocabulary size. Participants in AC-I, when compared to those in the other two interventions, had a significantly stronger relationship between initial receptive language and post-intervention expressive language age. For expressive target vocabulary size, participants in AC-O showed a strong relationship and those in AC-I a slightly weaker relationship between initial receptive language and expressive target vocabulary size; no significant relationship was found in the SC group. Results emphasize that different interventions may have distinct outcomes for children with higher or lower initial receptive language.
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Affiliation(s)
- R Michael Barker
- Department of Communication Sciences and Disorders, University of South Florida, Tampa, FL, USA
| | - MaryAnn Romski
- Department of Communication, Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Rose A Sevcik
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Lauren B Adamson
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Ashlyn L Smith
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Roger Bakeman
- Department of Psychology, Georgia State University, Atlanta, GA, USA
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23
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Holyfield C, Caron J, Light J. Programing AAC just-in-time for beginning communicators: the process. Augment Altern Commun 2019; 35:309-318. [DOI: 10.1080/07434618.2019.1686538] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Christine Holyfield
- Department of Rehabilitation, Human Resources, and Communication Disorders, University of Arkansas, Fayetteville, AR, USA
| | - Jessica Caron
- Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, PA, USA
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24
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Predictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention. J Autism Dev Disord 2019; 50:278-291. [PMID: 31621021 DOI: 10.1007/s10803-019-04251-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Comprehensive interventions for children with autism spectrum disorder (ASD) often incorporate augmentative and alternative communication (AAC); however, variability in outcomes exists even among children who access similar intervention. This study investigated predictors of expressive language change for 48 children with ASD aged 31 to 67 months receiving AAC-infused intervention. The relationships between participants' initial responses to AAC and expressive language change were examined. Commonly reported predictors (IQ, chronological age, ASD symptomatology) did not significantly predict expressive language change. AAC factors (visual attention, object play, word learning) entered at Step 2 of a hierarchical multiple regression, explained an additional 42% of the variance. The findings provide preliminary data on child characteristics associated with expressive language changes within AAC-infused comprehensive interventions.
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25
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Gernsbacher MA, Morson E. Fast mapping is a laboratory task, not a cognitive capacity. Cogn Neurosci 2019; 10:223-225. [PMID: 30669945 PMCID: PMC6646106 DOI: 10.1080/17588928.2019.1573810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2019] [Indexed: 10/27/2022]
Abstract
Fast Mapping is a laboratory task that typically involves an experimenter creating a nonsense name for an object the participant has never seen before. We demonstrate how researchers' use of the term Fast Mapping has extended beyond its core meaning as a laboratory task to more abstractly denote an internal process, a skill that children employ in their everyday lives, and an inherent capacity. We argue that such over-extension is problematic.
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26
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Senner JE, Post KA, Baud MR, Patterson B, Bolin B, Lopez J, Williams E. Effects of parent instruction in partner-augmented input on parent and child speech generating device use. ACTA ACUST UNITED AC 2019. [DOI: 10.3233/tad-190228] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
| | - Kathleen A. Post
- Speech-Language Institute, Midwestern University, Downers Grove, IL, USA
| | - Matthew R. Baud
- Niles Township District for Special Education #807, Morton Grove, IL, USA
| | - Brian Patterson
- Department of Psychology, Sociology, and Criminal Justice, Benedictine University, Lisle, IL, USA
| | - Brianne Bolin
- Speech-Language Institute, Midwestern University, Downers Grove, IL, USA
| | - Jazmyn Lopez
- Speech-Language Institute, Midwestern University, Downers Grove, IL, USA
| | - Emma Williams
- Speech-Language Institute, Midwestern University, Downers Grove, IL, USA
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27
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Biggs EE, Carter EW, Gilson CB. Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2018; 123:443-473. [PMID: 30198767 DOI: 10.1352/1944-7558-123.5.443] [Citation(s) in RCA: 43] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Building the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A search yielded 48 studies involving 267 participants. Interventions were categorized according to three different approaches to aided AAC modeling-augmented input, models as prompts, and models within instructional demonstrations. Although the procedures varied, interventions were generally effective at improving diverse measures of expressive communication. This review provides insight for both researchers and practitioners by describing interventions involving three distinct approaches to aided AAC modeling, highlighting areas needing future research, and offering implications for practice.
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28
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O'Neill T, Light J, Pope L. Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1743-1765. [PMID: 29931287 DOI: 10.1044/2018_jslhr-l-17-0132] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 02/05/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE The purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC. METHOD A systematic search resulted in the identification of 26 single-case experimental designs (88 participants) and 2 group experimental designs (103 participants). Studies were coded in terms of participants, intervention characteristics, dependent variables, outcomes, and quality of evidence. RESULTS AAC interventions that included aided AAC input in isolation, or as part of a multicomponent intervention, were found to be highly effective across participants of various ages, disabilities, and language skills. The interventions typically included aided AAC input in conjunction with expectant delay, direct prompting (e.g., spoken, gestural), contingent responding, and open-ended questions. The interventions were found to be highly effective in supporting both comprehension and expression across the domains of pragmatics, semantics, and morphosyntax. Outcomes related to expression were reported more often than outcomes related to comprehension. CONCLUSION Aided AAC input may reduce input-output asymmetry and enhance expression and comprehension for individuals who use AAC; the evidence suggests that partners should utilize this strategy. Future research is needed to investigate the effects of AAC input (aided and unaided) on long-term language development for individuals who require AAC. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.6394364.
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Affiliation(s)
- Tara O'Neill
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Janice Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Lauramarie Pope
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
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29
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McCarthy JW, Benigno JP, Broach J, Boster JB, Wright BM. Identification and drawing of early concepts in children with autism spectrum disorder and children without disability. Augment Altern Commun 2018; 34:155-165. [DOI: 10.1080/07434618.2018.1457716] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- John W. McCarthy
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Joann P. Benigno
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Jamie Broach
- Ohio Valley Educational Service Center, Marietta, OH, USA
| | - Jamie B. Boster
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Bridget M. Wright
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
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30
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Na JY, Wilkinson K, Liang J. Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:24-36. [PMID: 29209700 DOI: 10.1044/2017_ajslp-16-0058] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2016] [Accepted: 04/12/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This article introduces and provides initial data supporting "The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs)." The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. METHOD First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. RESULTS The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. CONCLUSIONS The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. SUPPLEMENTAL MATERIALS https://doi.org/10.23641/asha.5643076.
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Affiliation(s)
- Ji Young Na
- Rehabilitation Specialized Head Quarter, The Korea Nazarene University, Cheonan-si, Chungcheongnam-do, South Korea
| | - Krista Wilkinson
- Department of Communication Sciences and Disorders, The Pennsylvania State University, State College
| | - Jiali Liang
- Department of Communication Sciences and Disorders, The Pennsylvania State University, State College
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31
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Gómez Taibo ML, Varela Rey M, Vieiro Iglesias P, García Real T. Teaching adults with intellectual disability to combine symbols in a reading context. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.0.09.2124] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
The aim of this study is teaching adults con intellectual disability to combine symbols to convey semantic relations during shared reading. A single subject, multiple probe design across three different types of semantic relations generated from a matrix and replicated across three adults with moderate to severe intellectual disability was carried out. A prompts hierarchy in order to produce symbol combinations on an augmentative and alternative device was applied. Clear changes in trend and level were observed in the percentage of trained correct graphic-symbol combinations and the generalization of semantic relations to untrained combinations, and post-intervention maintenance of skills.
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32
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Allen AA, Schlosser RW, Brock KL, Shane HC. The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augment Altern Commun 2017. [DOI: 10.1080/07434618.2017.1338752] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
| | - Ralf W. Schlosser
- Speech-Language Pathology and Audiology, Northeastern University, Boston, USA
| | - Kristofer L. Brock
- Human Communication Studies - Communicative Disorders, California State University at Fullerton, Fullerton, USA
| | - Howard C. Shane
- Otolaryngology and Communication Enhancement, Boston Children’s Hospital, Waltham, USA
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33
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Bruce SM, Bashinski SM. The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:162-180. [PMID: 28514472 DOI: 10.1044/2016_ajslp-15-0063] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2015] [Accepted: 09/09/2016] [Indexed: 06/07/2023]
Abstract
PURPOSE Individuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized. METHOD A literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994-2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles. CONCLUSION Effective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.
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34
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Logan K, Iacono T, Trembath D. A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder. Augment Altern Commun 2016; 33:51-64. [DOI: 10.1080/07434618.2016.1267795] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Affiliation(s)
- Kristy Logan
- La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia
| | - Teresa Iacono
- La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia
| | - David Trembath
- Menzies Health Institute Queensland, Griffith University, Southport, Queensland, Australia
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35
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Erickson KA, Geist LA. The profiles of students with significant cognitive disabilities and complex communication needs. Augment Altern Commun 2016; 32:187-97. [DOI: 10.1080/07434618.2016.1213312] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Affiliation(s)
- Karen A. Erickson
- Center for Literacy & Disability Studies, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, NC, USA
| | - Lori A. Geist
- Center for Literacy & Disability Studies, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, NC, USA
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36
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Na JY, Wilkinson K, Karny M, Blackstone S, Stifter C. A Synthesis of Relevant Literature on the Development of Emotional Competence: Implications for Design of Augmentative and Alternative Communication Systems. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 25:441-452. [PMID: 27537831 DOI: 10.1044/2016_ajslp-14-0124] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2014] [Accepted: 01/25/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE Emotional competence refers to the ability to identify, respond to, and manage one's own and others' emotions. Emotional competence is critical to many functional outcomes, including making and maintaining friends, academic success, and community integration. There appears to be a link between the development of language and the development of emotional competence in children who use speech. Little information is available about these issues in children who rely on augmentative and alternative communication (AAC). In this article, we consider how AAC systems can be designed to support communication about emotions and the development of emotional competence. METHOD Because limited research exists on communication about emotions in a context of aided AAC, theory and research from other fields (e.g., psychology, linguistics, child development) is reviewed to identify key features of emotional competence and their possible implications for AAC design and intervention. RESULTS The reviewed literature indicated that the research and clinical attention to emotional competence in children with disabilities is encouraging. However, the ideas have not been considered specifically in the context of aided AAC. On the basis of the reviewed literature, we offer practical suggestions for system design and AAC use for communication about emotions with children who have significant disabilities. Three key elements of discussing emotions (i.e., emotion name, reason, and solution) are suggested for inclusion in order to provide these children with opportunities for a full range of discussion about emotions. CONCLUSIONS We argue that supporting communication about emotions is as important for children who use AAC as it is for children who are learning speech. This article offers a means to integrate information from other fields for the purpose of enriching AAC supports.
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A Meta-Analytic Review of Family-Implemented Social and Communication Interventions for Individuals with Developmental Disabilities. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2016. [DOI: 10.1007/s40489-016-0071-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Meuris K, Maes B, Zink I. Teaching Adults With Intellectual Disability Manual Signs Through Their Support Staff: A Key Word Signing Program. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 24:545-560. [PMID: 26001760 DOI: 10.1044/2015_ajslp-14-0062] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2014] [Accepted: 05/13/2015] [Indexed: 06/04/2023]
Abstract
PURPOSE The goal of this study was to evaluate a key word signing (KWS) program in which adults with mild to severe intellectual disability (ID) were taught manual signs through their support staff. Our hypothesis was that spontaneous manual sign production of participants would increase significantly after 12 months of implementation of the KWS program. METHOD A KWS immersion program was implemented in a facility for adults with ID. First, 8 support workers received 8 hr of training. These KWS ambassadors then taught 2 manual signs per week to their colleagues, who modeled the use of the signs throughout the day in natural interactions with their clients. KWS use in 15 adults with ID and 15 of their support staff was evaluated before the start of the program and at a 12-month follow-up using a narrative task and during spontaneous conversation. RESULTS Manual sign production of support workers and adults with ID had increased significantly 12 months after the start of the program. The adults with ID were able to express significantly more communicative functions in their narrative language after the intervention and when using KWS. CONCLUSION The KWS program was successful and can be applied in similar clinical settings.
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Romski M, Sevcik RA, Barton-Hulsey A, Whitmore AS. Early Intervention and AAC: What a Difference 30 Years Makes. Augment Altern Commun 2015; 31:181-202. [DOI: 10.3109/07434618.2015.1064163] [Citation(s) in RCA: 83] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Smith MM. Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions. Augment Altern Commun 2015; 31:215-33. [DOI: 10.3109/07434618.2015.1062553] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Thistle JJ, Wilkinson KM. Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions. Augment Altern Commun 2015; 31:124-36. [DOI: 10.3109/07434618.2015.1035798] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Nunes DRDP, Santos LBD. Mesclando práticas em Comunicação Alternativa: caso de uma criança com autismo. PSICOLOGIA ESCOLAR E EDUCACIONAL 2015. [DOI: 10.1590/2175-3539/2015/0191797] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
A literatura científica evidencia os efeitos promissores do uso da Comunicação Alternativa e Ampliada (CAA) por educandos com autismo. Entre os recursos utilizados da CAA por essa população destacam-se o Picture ExchangeCommunication System (Pecs) e as estratégias derivadas do Aided ModelingIntervention (AMI). O objetivo do presente estudo consistiu em avaliar a eficácia de uma adaptação do protocolo Pecs e das estratégias do AMI ao desenvolvimento da comunicação de uma criança autista de cinco anos, tendo-se uma professora como agente de intervenção. Os dados foram coletados durante atendimento pedagógico realizado em uma clínica. No programa de intervenção a professora foi capacitada a usar o Pecs associado a estratégias do AMI para aumentar a frequência de interações com o aluno no decorrer das atividades pedagógicas. Um delineamento quase experimental registrou aumento na frequência de iniciativas de interação do aluno com a utilização dos pictogramas e com mudanças no estilo de interação da professora.
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Ganz JB, Mason RA, Goodwyn FD, Boles MB, Heath AK, Davis JL. Interaction of participant characteristics and type of AAC with individuals with ASD: a meta-analysis. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2014; 119:516-535. [PMID: 25354122 DOI: 10.1352/1944-7558-119.6.516] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), speech-generating devices (SGDs), and other picture-based AAC. Effectiveness was measured via the Improvement Rate Difference. Results indicated that AAC has small to moderate effects on speech outcomes, and that SGDs appear to be most effective when considering any outcome measure with individuals with ASD without comorbid intellectual/developmental disorders (IDD). PECS appears to be most effective when considering any outcome measure with individuals with ASD and IDD. SGDs and PECS were the most effective type of AAC for preschoolers, when aggregating across outcome measures. No difference was found between systems for elementary-aged and older individuals.
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Geist L, Hatch P, Erickson K. Promoting Academic Achievement for Early Communicators of All Ages. ACTA ACUST UNITED AC 2014. [DOI: 10.1044/aac23.4.173] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
A review of best practices and recent research efforts provide guidance for serving school-age early communicators with complex communication needs (CCN) and significant cognitive disabilities (SCD). Our aim as SLPs working with students with CCN and SCD is to support the development of intentional and symbolic communication abilities and implement augmentative and alternative communication (AAC) systems that provide the means for interaction with a range of partners for varied purposes on a myriad of topics. Consistent exposure to knowledgeable communication partners who respond in meaningful ways to expressive behaviors leads the way for learning to use symbolic forms of communication. It is through our instruction and aided language input across a range of contexts that our students with SCD learn and assign meaning to the symbolic representations we teach. The Common Core State Standards (CCSS) have heightened expectations about what students with SCD should know and be able to do and offer contexts that emphasize communication as an integral part of learning. Meeting these expectations through active participation and interaction in all learning activities requires reliable access to systems of communication that support ongoing development of abilities as a speaker, listener, reader, and writer.
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Affiliation(s)
- Lori Geist
- The Center for Literacy and Disability Studies, The University of North Carolina at Chapel HillChapel Hill, NC
| | - Penny Hatch
- The Center for Literacy and Disability Studies, The University of North Carolina at Chapel HillChapel Hill, NC
| | - Karen Erickson
- The Center for Literacy and Disability Studies, The University of North Carolina at Chapel HillChapel Hill, NC
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Clendon S, Erickson K, van Rensburg RJ, Amm J. Shared Storybook Reading – An Authentic Context for Developing Literacy, Language, and Communication Skills. ACTA ACUST UNITED AC 2014. [DOI: 10.1044/aac23.4.182] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Shared storybook reading provides an authentic context for facilitating the literacy, language, and communication skills of children with complex communication needs who use augmentative and alternative communication (AAC). This paper discusses the research surrounding the effectiveness of shared storybook reading and provides suggestions on how to maximize the language and literacy outcomes for children who use AAC. The paper highlights how simple AAC technologies, aided language displays, and picture communication symbols can be used to support communication during shared storybook reading for beginning communicators. In addition, it outlines how systematic strategies can be implemented to extend the communication skills of children with access to comprehensive AAC systems. Finally, the paper discusses the need to select books for shared storybook reading that are appealing, engaging, and age-appropriate, and the importance of providing frequent opportunities for repeated readings.
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Affiliation(s)
- Sally Clendon
- Speech and Language Therapy Programme, Institute of Education, Massey UniversityAuckland, New Zealand
| | - Karen Erickson
- Centre for Literacy and Disability Studies, University of North Carolina at Chapel HilllChapel Hill, NC
| | - Retha J. van Rensburg
- Speech and Language Therapy Programme, Institute of Education, Massey UniversityAuckland, New Zealand
| | - Jessamy Amm
- Speech and Language Therapy Programme, Institute of Education, Massey UniversityAuckland, New Zealand
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Barker RM, Akaba S, Brady NC, Thiemann-Bourque K. Support for AAC use in preschool, and growth in language skills, for young children with developmental disabilities. Augment Altern Commun 2014; 29:334-46. [PMID: 24229337 DOI: 10.3109/07434618.2013.848933] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- R Michael Barker
- Schiefelbusch Institute for Life Span Studies, University of Kansas
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Ganz JB, Rispoli MJ, Mason RA, Hong ER. Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: an aggregate study of single-case research with individuals with ASD. Dev Neurorehabil 2014; 17:184-92. [PMID: 24102440 DOI: 10.3109/17518423.2012.748097] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The purpose of this meta-analysis was to evaluate the potential moderating effects of intervention setting and type of aided augmentative and alternative communication (AAC) on outcome variables for students with autism spectrum disorders. METHODS Improvement rate difference, an effect size measure, was used to calculate aggregate effects across 35 single-case research studies. RESULTS Results indicated that the largest effects for aided AAC were observed in general education settings. With respect to communication outcomes, both speech generating devices (SGDs) and the Picture Exchange Communication System (PECS) were associated with larger effects than other picture-based systems. With respect to challenging behaviour outcomes, SGDs produced larger effects than PECS. CONCLUSION This aggregate study highlights the importance of considering intervention setting, choice of AAC system and target outcomes when designing and planning an aided AAC intervention.
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Affiliation(s)
- Jennifer B Ganz
- Department of Educational Psychology, Texas A&M University , College Station, TX 77843 , USA
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Brady NC, Anderson CJ, Hahn LJ, Obermeier SM, Kapa LL. Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. Augment Altern Commun 2014; 30:147-59. [PMID: 24773020 DOI: 10.3109/07434618.2014.904923] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
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.
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Mirenda P. Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities. Augment Altern Commun 2014; 30:19-27. [DOI: 10.3109/07434618.2013.875590] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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