1
|
Dada S, van der Walt C, May AA, Murray J. Intelligent assistive technology devices for persons with dementia: A scoping review. Assist Technol 2024; 36:338-351. [PMID: 34644248 DOI: 10.1080/10400435.2021.1992540] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Assistive technology (AT) with context-aware computing and artificial intelligence capabilities can be applied to address cognitive and communication impairments experienced by persons with dementia (PwD). This paper aims to provide an overview of current literature regarding some characteristics of intelligent assistive technology devices (IATDs) for cognitive and communicative impairments of PwD. It also aims to identify the areas of impairment addressed by these IATDs.A multi-faceted systematic search strategy yielded records. Predefined criteria were applied for inclusion and data extraction. Thereafter data was thematically analysed and synthesised. This review demonstrates that almost all of the research involving IATDs has focused on cognitive impairments of PwD and has not yet evolved past the conceptual or prototype stages of development. Summaries of commercially available IATDs for PwD and relevant prototypes are provided at the end of this review.This research concluded that IATDs for PwD targeting cognition and communication problems primarily focus on social robots, and that they address cognitive impairments of attention, affect, and social-pragmatic communicative impairments. Future research endeavours concerning AT for PwD should explore collaboration between computer engineering and health practitioners to address the identified gaps. This may contribute to the available information for evidence-based decision making for PwD.
Collapse
Affiliation(s)
- Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria
| | | | - Adele A May
- Centre for Augmentative and Alternative Communication, University of Pretoria
| | - Janice Murray
- Centre for Augmentative and Alternative Communication, University of Pretoria
- Manchester Metropolitan University
| |
Collapse
|
2
|
LaValley M, Chavers-Edgar T, Wu M, Schlosser R, Koul R. Augmentative and Alternative Communication Interventions in Critical and Acute Care With Mechanically Ventilated and Tracheostomy Patients: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-20. [PMID: 39146218 DOI: 10.1044/2024_ajslp-23-00310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/17/2024]
Abstract
PURPOSE Communication with nonspeaking patients is a critical challenge of person-centered care. This scoping review aimed to map the literature on augmentative and alternative communication (AAC) interventions for nonspeaking mechanically ventilated and tracheostomy patients in critical and acute care settings. METHOD Electronic database, ancestry, and forward citation searches were conducted using eligibility criteria established a priori. Data were extracted, synthesized, and summarized according to scoping review methodology. Studies were categorized by type of intervention and summarized in terms of purpose, participants, design, quality appraisal (including validity and reliability of selected efficacy measures), and efficacy. RESULTS Small-to-large treatment effect sizes indicated demonstrable impact on patient health and communication efficacy with high-tech and no-tech visual interface-based interventions and systematic nurse training interventions. Treatment effects primarily pertained to dependent variables of patient anxiety, communication satisfaction, comfort, symptom self-reporting, and nursing practice changes. CONCLUSIONS There is a paucity of high-quality AAC intervention research for mechanically ventilated and tracheostomy patients in critical and acute care settings. Emergent evidence suggests that select visual interface and nurse training interventions can impact efficacy of patient-provider communication and patients' overall health. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26506102.
Collapse
Affiliation(s)
- Mimi LaValley
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | | | - Mengxuan Wu
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Ralf Schlosser
- Department of Communication Sciences and Disorders, Northeastern University, Boston, MA
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
- Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, MA
| | - Rajinder Koul
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| |
Collapse
|
3
|
Deckers SRJM, van Onna M, Gros E, van Balkom H. Developing a screening instrument for underlying core domains of communicative competence in children with communication support needs. Augment Altern Commun 2024:1-14. [PMID: 38967645 DOI: 10.1080/07434618.2024.2367991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 06/08/2024] [Indexed: 07/06/2024] Open
Abstract
A socio-neurocognitive approach to augmentative and alternative communication (AAC) shows several underlying domains of communicative competence: Attention, perception, cognition, memory, orientation, socio-emotional development, motor skills, and language. To determine developmental markers of these underlying core domains of communicative competence in children with communication support needs, we developed a new screening instrument. The present article consists of three consecutive studies. In study 1, we constructed the first version of the screening instrument based on a sample of both children without disabilities and children with Down syndrome. In study 2, we confirmed the reliability (i.e., internal consistency) of the screening instrument in a new group of young children with typical development and established concurrent validity with the Early Language Scale. In study 3, we established concurrent validity with the Communication Matrix in a clinical sample of children with communication support needs. The screening instrument can be used in clinical practice as part of AAC assessment to provide comprehensive insights into strengths and weaknesses in the underlying core domains of communicative competence of children with communication support needs.
Collapse
Affiliation(s)
- Stijn R J M Deckers
- Stichting Milo, Intervention Center for Augmentative and Alternative Communicatio, Schijndel, The Netherlands
- Department of Pedagogical Sciences, Radboud University, Nijmegen, The Netherlands
| | | | - Elske Gros
- Department of Pedagogical Sciences, Radboud University, Nijmegen, The Netherlands
| | - Hans van Balkom
- Stichting Milo, Intervention Center for Augmentative and Alternative Communicatio, Schijndel, The Netherlands
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| |
Collapse
|
4
|
McMahon LF, Shane HC, Schlosser RW. Using occupational therapy principles and practice to support independent message generation by individuals using AAC instead of facilitated communication. Augment Altern Commun 2024; 40:12-18. [PMID: 37776892 DOI: 10.1080/07434618.2023.2258398] [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: 02/24/2022] [Accepted: 07/10/2023] [Indexed: 10/02/2023] Open
Abstract
Facilitated communication (FC) has been a heavily debated and documented topic across multiple disciplines, including sociology, education, psychology, pediatrics, speech-language pathology, and disability studies. Although many professionals from various disciplines and advocates have offered opinions, suggestions, and research on the topic, there has been minimal input from the occupational therapy (OT) profession. The lack of OT input is noteworthy as OTs are experts in enabling upper extremity performance and independence through a variety of training, adaptation and modification strategies, and use of external supports. Because of their professional code of ethics and a specific knowledge base, OTs are uniquely positioned to provide a host of ethical and evidence-based strategies that enable independent access to communication technology. The consideration of multiple access options is contrary to the typical facilitated encounter where facilitators exclusively choose to manipulate an upper extremity in order for letters to be selected on a display or keyboard. The purpose of this paper is threefold: (a) To offer insight into the standard of care by OTs including their ethical standards; (b) to identify varied accommodations that enable access using a feature-matching standard of care that eliminates the need for a facilitator; and (c) to highlight how to increase independent assistive technology/augmentative and alternative communication access, thus dissuading the need or use of facilitated access to letters.
Collapse
Affiliation(s)
- Loren F McMahon
- Otolaryngology, Augmentative Communication Program, Boston Children's Hospital, Waltham, MA, USA
| | - Howard C Shane
- Otolaryngology and Communication Enhancement, Boston Children's Hospital, Waltham, MA, USA
| | - Ralf W Schlosser
- Communication Sciences and Disorders, Northeastern University, Boston, MA, USA
| |
Collapse
|
5
|
Martini A, Sahd L, Rücklin M, Huysseune A, Hall BK, Boglione C, Witten PE. Deformity or variation? Phenotypic diversity in the zebrafish vertebral column. J Anat 2023; 243:960-981. [PMID: 37424444 PMCID: PMC10641053 DOI: 10.1111/joa.13926] [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: 06/22/2022] [Revised: 06/14/2023] [Accepted: 06/23/2023] [Indexed: 07/11/2023] Open
Abstract
Vertebral bodies are composed of two types of metameric elements, centra and arches, each of which is considered as a developmental module. Most parts of the teleost vertebral column have a one-to-one relationship between centra and arches, although, in all teleosts, this one-to-one relationship is lost in the caudal fin endoskeleton. Deviation from the one-to-one relationship occurs in most vertebrates, related to changes in the number of vertebral centra or to a change in the number of arches. In zebrafish, deviations also occur predominantly in the caudal region of the vertebral column. In-depth phenotypic analysis of wild-type zebrafish was performed using whole-mount stained samples, histological analyses and synchrotron radiation X-ray tomographic microscopy 3D reconstructions. Three deviant centra phenotypes were observed: (i) fusion of two vertebral centra, (ii) wedge-shaped hemivertebrae and (iii) centra with reduced length. Neural and haemal arches and their spines displayed bilateral and unilateral variations that resemble vertebral column phenotypes of stem-ward actinopterygians or other gnathostomes as well as pathological conditions in extant species. Whether it is possible to distinguish variations from pathological alterations and whether alterations resemble ancestral conditions is discussed in the context of centra and arch variations in other vertebrate groups and basal actinopterygian species.
Collapse
Affiliation(s)
- Arianna Martini
- Laboratory of Experimental Ecology and Aquaculture, Department of Biology, University of Rome Tor Vergata, Rome, Italy
- Research Group Evolutionary Developmental Biology, Biology Department, Ghent University, Ghent, Belgium
- PhD Program in Evolutionary Biology and Ecology, Department of Biology, University of Rome Tor Vergata, Rome, Italy
| | - Lauren Sahd
- Research Group Evolutionary Developmental Biology, Biology Department, Ghent University, Ghent, Belgium
| | - Martin Rücklin
- Department of Vertebrate Evolution, Development and Ecology, Naturalis Biodiversity Center, Leiden, The Netherlands
| | - Ann Huysseune
- Research Group Evolutionary Developmental Biology, Biology Department, Ghent University, Ghent, Belgium
- Department of Zoology, Faculty of Science, Charles University, Prague, Czech Republic
| | - Brian K Hall
- Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Clara Boglione
- Laboratory of Experimental Ecology and Aquaculture, Department of Biology, University of Rome Tor Vergata, Rome, Italy
| | - P Eckhard Witten
- Research Group Evolutionary Developmental Biology, Biology Department, Ghent University, Ghent, Belgium
| |
Collapse
|
6
|
Judge S, Murray J, Lynch Y, Meredith S, Moulam L, Randall N, Whittle H, Goldbart J. Attributes of communication aids as described by those supporting children and young people with AAC. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:910-928. [PMID: 36565242 DOI: 10.1111/1460-6984.12833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 11/23/2022] [Indexed: 05/12/2023]
Abstract
BACKGROUND Those supporting children and young people who use augmentative and alternative communication (AAC) contribute to ongoing complex decision-making about communication aid selection and support. Little is known about how these decisions are made in practice and how attributes of the communication aid are described or considered. AIMS To understand how communication aid attributes were described by those involved in AAC recommendations and support for children and young people, and how these attributes were described as impacting on AAC use. METHODS & PROCEDURES A secondary qualitative analysis was completed of interview and focus group data from 91 participants involved in the support of 22 children and young people. Attributes of communication aids described by participants were extracted as themes and this paper reports a descriptive summary of the identified software (non-hardware) attributes. MAIN CONTRIBUTION Decisions were described in terms of comparisons between commercially available pre-existing vocabulary packages. Attributes related to vocabulary, graphic representation, consistency and intuitiveness of design, and ease of editing were identified. Developmental staging of vocabularies, core and fringe vocabulary, and vocabulary personalization were attributes that were described as being explicitly considered in decisions. The potential impact of graphic symbol choice did not seem to be considered strongly. The physical and social environment was described as the predominant factor driving the choice of a number of attributes. CONCLUSIONS & IMPLICATIONS Specific attributes that appear to be established in decision-making in these data have limited empirical research literature. Terms used in the literature to describe communication aid attributes were not observed in these data. Practice-based evidence does not appear to be supported by the available research literature and these findings highlight several areas where empirical research is needed in order to provide a robust basis for practice. WHAT THIS PAPER ADDS What is already known on the subject Communication aid attributes are viewed as a key consideration by practitioners and family members in AAC decision-making; however, there are few empirical studies investigating language and communication attributes of communication aids. It is important to understand how those involved in AAC recommendations and support view communication aid attributes and the impact different attributes have. What this paper adds to existing knowledge This study provides a picture of how communication aids are described by practitioners and family members involved in AAC support of children and young people. A range of attributes is identified from the analysis of these qualitative data as well as information about how participants perceive these attributes as informing decisions. What are the potential or actual clinical implications of this work? This study provides a basis on which practitioners and others involved in AAC support for children and young people can review and reflect on their own practice and so improve the outcomes of AAC decisions. The study provides a list of attributes that appear to be considered in practice and so also provides a resource for researchers looking to ensure there is a strong empirical basis for AAC decisions.
Collapse
Affiliation(s)
- Simon Judge
- Barnsley Assistive Technology Team, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Janice Murray
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Yvonne Lynch
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
- Present affiliation: Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland
| | - Stuart Meredith
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Liz Moulam
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Nicola Randall
- Barnsley Assistive Technology Team, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Helen Whittle
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Juliet Goldbart
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| |
Collapse
|
7
|
Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents. J Autism Dev Disord 2023; 53:1130-1145. [PMID: 35821546 PMCID: PMC9986204 DOI: 10.1007/s10803-022-05665-1] [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] [Accepted: 06/24/2022] [Indexed: 10/17/2022]
Abstract
This study explores Korean-American parents' perceptions on successful transition to kindergarten (TTK) for their child on the autism spectrum. It further examines challenges experienced during this process, and possible predictors for their challenges. Findings from an online survey (N = 212) indicate that participants consider their child's behavioral readiness and cooperation with teachers as the most important school readiness skills for successful TTK. They further consider building positive relationships with teachers and providing support at home as the most important support parents could provide during this process. Moreover, the child being a vocal communicator, higher income and parent's educational level were found to buffer against their reported challenges, while first-generation immigrant status and restrictive school placement were found to predict more challenges.
Collapse
|
8
|
Ryan SE, Shepherd TA, Renzoni AM, D'Alessandro D, Oh A. Functional impact of augmentative and alternative communication scale: development of an outcome measure for educators of students with complex communication needs. Disabil Rehabil Assist Technol 2023; 18:215-226. [PMID: 33155882 DOI: 10.1080/17483107.2020.1842917] [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: 02/08/2023]
Abstract
PURPOSE The study aim was to develop and assess the measurement properties of the Functional Impact of Augmentative and Alternative Communication - Educator (FIAAC-E) scale - an educator-reported measure designed to detect change in factors associated with communicative participation in students who use augmentative and alternative communication (AAC). METHODS The study had three phases. In phase 1 (content validity), 22 content specialists independently rated the relevancy of 22 dimensions proposed for the new scale. In phase 2 (item generation, face validity), 8 educators independently completed a preliminary version of the FIAAC-E scale and flagged items that were unclear. Next, these educators adjusted the wording of unclear items during consensus-building sessions. In phase 3 (item reduction, reliability, convergent validity), 62 educators completed an online survey that included the revised FIAAC-E scale. Survey data were used to shorten the scale, estimate its reliability, and evaluate support for its convergent validity. RESULTS In phase 1, the 11 dimensions ranked most highly by content specialists were selected for inclusion in the preliminary scale. In phase 2, educators reviewed 113 items and revised 33 to improve clarity. In phase 3, correlational statistics informed the selection of 77 items for the shortened scale. Subsequent data analyses indicated acceptable levels of internal consistency and test-retest reliability and support for convergent validity of the preliminary measure. CONCLUSION The study provides emerging evidence that supports the FIAAC-E scale as a reliable way to evaluate communicative participation in children and youth who use AAC systems at school.Implications for rehabilitationUsing a reliable means to measure the effectiveness of AAC for children and youth at school may reveal important factors that influence successful communicative, academic, and social participation in school.The FIAAC-E scale is a promising educator-reported questionnaire to inform the development of communication goals and monitor progress towards meeting these goals for students with complex communication needs.
Collapse
Affiliation(s)
- Stephen E Ryan
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Tracy A Shepherd
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
| | - Anne Marie Renzoni
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
| | - Danielle D'Alessandro
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Anna Oh
- Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, Canada
| |
Collapse
|
9
|
Chavers TN, Schlosser RW, Cheng C, Koul R. Effects of Interventions Involving Speech Output Technologies on Communication Outcomes for Individuals With Developmental Disabilities: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2248-2267. [PMID: 35969850 DOI: 10.1044/2022_ajslp-22-00039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This scoping review aimed to map the literature on the effects of interventions involving speech output technologies on communication outcomes for individuals with developmental disabilities other than autism spectrum disorder. METHOD A scoping review methodology was used to limit bias in searching, selecting, coding, and synthesizing relevant intervention studies. This involved a multifaceted search for studies conducted between 1991 and March 2021 using various electronic databases, ancestry searches, and forward citation searches from selected articles. Studies had to meet stringent inclusion criteria. Each study was summarized in terms of authors, purpose, participants, design, speech output, outcomes, effectiveness, and quality appraisal. RESULTS Twenty-five single-case experimental design studies (88 participants) and one group design studies (62 participants) qualified for inclusion. Most of the participants had multiple diagnoses followed by a diagnosis of cerebral palsy and Down syndrome. Most studies focused on requesting behaviors and to a much lesser extent on syntactic structure and word identification. A dearth of high-quality studies was identified. CONCLUSIONS Overall, there is a paucity of high-quality research investigating the effects of speech output technologies for children with developmental disabilities. Additionally, several directions for future research are posited. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20468928.
Collapse
Affiliation(s)
- Tiffany N Chavers
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
| | - Ralf W Schlosser
- Department of Communication Sciences and Disorders, Northeastern University, Boston, MA
- Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, MA
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Cissy Cheng
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
| | - Rajinder Koul
- Department of Speech, Hearing, and Language Sciences, The University of Texas at Austin
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| |
Collapse
|
10
|
Pitt KM, McKelvey M, Weissling K. The perspectives of augmentative and alternative communication experts on the clinical integration of non-invasive brain-computer interfaces. BRAIN-COMPUTER INTERFACES 2022. [DOI: 10.1080/2326263x.2022.2057758] [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]
Affiliation(s)
- Kevin M. Pitt
- Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, NE, USA
| | - Miechelle McKelvey
- Department of Communication Disorders, University of Nebraska Kearney Kearney, NE, USA
| | - Kristy Weissling
- Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, NE, USA
| |
Collapse
|
11
|
Petrosyan TR, Avagyan AV, Petrosyan AA, Margaryan TV, Mkrtchyan HH. Psychometric and Logometric Properties of the Armenian Version of Augmentative and Alternative Communication Assessment Questionnaire: Assessing Reliability and Validity. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:135-150. [PMID: 35001226 DOI: 10.1007/s10936-021-09829-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/17/2021] [Indexed: 06/14/2023]
Abstract
The study describes the development of the AAC-Arm questionnaire and its initial psychometric and logometric testing for reliability and validity. Psychometric and logometric principles were used to develop an assessment questionnaire capable of evaluating the communication state domains important to patients with neurological disorders. The hypothesized domains were to include (1) auditory function, (2) speech function (3) cognitive functions (4) sensorimotor function, and (5) activities of daily living (ADL). An initial pool of 78 questions was pilot-tested for clarity in 10 patients; following factor analysis, the number of questions was reduced to 39-items. Then the questionnaire was subjected to reliability and validity testing. Factor analysis supported the 5 hypothesized domains. Test-retest reliability using Spearman's correlation demonstrated substantial agreement, ranging from 0.72 for the ADL domain to 0.92 for the auditory function domain. In testing for internal consistency, Cronbach's alphas ranged from 0.86 for-the ADL domain to 0.96 for the cognitive function domain. Correlation between domains gave evidence of construct validity. In comparing similar domains in the AAC questionnaire, a moderate correlation (range 0.33-0.83) for the ADL and sensorimotor function scales were found. The correlation was more positive between the other domains. Testing of reliability for the phraseological, syntactic and semantic competence indices showed good positive correlation between initial and retest scores. The questions in the AAC questionnaire have undergone rigorous psychometric and logometric testing, and the tool is an appropriate instrument for the assessment of neurological patients with communication deficit. The psycholinguistic assessment provides with the main weight of data for successful communication therapy.
Collapse
Affiliation(s)
- Tigran R Petrosyan
- Department of Physical Rehabilitation, Armenian State Institute of Physical Culture and Sports, 11 Alek Manukyan Street, Yerevan, Armenia.
| | | | | | | | - Hasmik H Mkrtchyan
- Department of Physical Rehabilitation, Armenian State Institute of Physical Culture and Sports, 11 Alek Manukyan Street, Yerevan, Armenia
| |
Collapse
|
12
|
Zelditch ML, Goswami A. What does modularity mean? Evol Dev 2021; 23:377-403. [PMID: 34464501 DOI: 10.1111/ede.12390] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 06/25/2021] [Accepted: 08/09/2021] [Indexed: 01/03/2023]
Abstract
Modularity is now generally recognized as a fundamental feature of organisms, one that may have profound consequences for evolution. Modularity has recently become a major focus of research in organismal biology across multiple disciplines including genetics, developmental biology, functional morphology, population and evolutionary biology. While the wealth of new data, and also new theory, has provided exciting and novel insights, the concept of modularity has become increasingly ambiguous. That ambiguity is underlain by diverse intuitions about what modularity means, and the ambiguity is not merely about the meaning of the word-the metrics of modularity are measuring different properties and the methods for delimiting modules delimit them by different, sometimes conflicting criteria. The many definitions, metrics and methods can lead to substantial confusion not just about what modularity means as a word but also about what it means for evolution. Here we review various concepts, using graphical depictions of modules. We then review some of the metrics and methods for analyzing modularity at different levels. To place these in theoretical context, we briefly review theories about the origins and evolutionary consequences of modularity. Finally, we show how mismatches between concepts, metrics and methods can produce theoretical confusion, and how potentially illogical interpretations can be made sensible by a better match between definitions, metrics, and methods.
Collapse
Affiliation(s)
- Miriam L Zelditch
- Museum of Paleontology, University of Michigan, Ann Arbor, Michigan, USA
| | | |
Collapse
|
13
|
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: 14] [Impact Index Per Article: 4.7] [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.
Collapse
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
| |
Collapse
|
14
|
Langarika-Rocafort A, Mondragon NI, Etxebarrieta GR. A Systematic Review of Research on Augmentative and Alternative Communication Interventions for Children Aged 6-10 in the Last Decade. Lang Speech Hear Serv Sch 2021; 52:899-916. [PMID: 33909476 DOI: 10.1044/2021_lshss-20-00005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children aged between 6 and 10 years with mixed diagnoses. Method MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest) were searched. The studies were independently selected by two reviewers for the purposes of the review. The methodological quality of the included studies was assessed, and characteristics and results of the studies were extracted. Results This review included 14 studies from a total of 1,204 found through an electronic search. The AAC interventions studied were effective at improving various outcomes in children with mixed diagnoses. Interventions that focused on narrative skills were the most common type. When considering the quality of the studies, the independence of assessors, data analysis, replication, and generalization of interventions were the weaker areas. Conclusions Interventions analyzed in this review improve communication skills, including phonological awareness, vocabulary, requesting, and developing narrative skills in children aged between 6 and 10 years with mixed diagnoses. The results of one study also indicate that the acquisition of skills using an AAC method is superior when the child prefers the method. Supplemental Material https://doi.org/10.23641/asha.14462256.
Collapse
Affiliation(s)
- Argia Langarika-Rocafort
- Faculty of Education of Bilbao, Department of Didactics of Musical, Plastic and Body Expression, University of the Basque Country (EHU/UPV), Leioa, Spain
| | - Nahia Idoiaga Mondragon
- Faculty of Education of Bilbao, Department of Developmental and Educational Psychology, University of the Basque Country (EHU/UPV), Leioa, Spain
| | - Gorka Roman Etxebarrieta
- Faculty of Education of Bilbao, Department of Didactics of Language and Literature, University of the Basque Country (EHU/UPV), Leioa, Spain
| |
Collapse
|
15
|
Andzik NR, Schaefer JM, Christensen VL. The effects of teacher-delivered behavior skills training on paraeducators' use of a communication intervention for a student with autism who uses AAC. Augment Altern Commun 2021; 37:1-13. [PMID: 33840318 DOI: 10.1080/07434618.2021.1881823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Abstract
Special education teachers are often responsible for training their staff how to support children with autism spectrum disorder in their classrooms. In addition to academic and behavioral interventions, paraeducators also need to be prepared to support students with complex communication needs. This study was designed to investigate the effects of a paraeducator-implemented communication intervention in a public school. A multiple probe design across participants was used to evaluate a communication intervention that included providing opportunities to initiate with least-to-most prompting for a 10-year-old student with autism who used an augmentative and alternative communication (AAC) device. Prior to the intervention, the student was rarely observed initiating interactions with her AAC device, and paraeducators were rarely observed offering opportunities to initiate or providing supports to help the student initiate. Following training, data from each paraeducator indicated an increased rate when providing the communication intervention and as a result, the student displayed an increase in the targeted intervention, initiation. Findings from the intervention highlight the need for explicit teaching when promoting initiation among students with autism who use AAC.
Collapse
Affiliation(s)
- Natalie R Andzik
- Department of Special and Early Education, Northern Illinois University, DeKalb, IL, USA
| | - John M Schaefer
- Department of Teacher Education, Cleveland State University, Cleveland, OH, USA
| | - Victoria L Christensen
- Department of Special and Early Education, Northern Illinois University, DeKalb, IL, USA
| |
Collapse
|
16
|
Bastable K, Klopper S, Samuels A, Dada S. How Are Stakeholders With Autism Spectrum Disorder Included in the Social Validation of Augmentative and Alternative Communication Research? A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:817-832. [PMID: 33734889 DOI: 10.1044/2020_ajslp-20-00182] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Introduction Social validation or the inclusion of stakeholders in the research process is beneficial, as it may decrease bias, increases efficacy, and prevents harm. For direct stakeholders such as individuals with autism spectrum disorder (ASD), social validation has mostly included participants who do not experience significant speech, language, and communication limitations while frequently omitting individuals with ASD who have complex communication needs (CCN). The presence of CCN indicates that augmentative and alternative communication (AAC) strategies are needed for individuals to express themselves. Social validation should not be limited to being participants in an intervention but should include involvement in the research process. This requires an understanding of the current trends, levels, and mechanisms of involvement in AAC research. Purpose This review aimed to identify and describe the inclusion of direct stakeholders with ASD in the social validation of AAC research. Method A scoping review was conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews) methodology to identify AAC research that included stakeholders with ASD (direct and indirect) for social validation and to evaluate their level of involvement using the Typology of Youth Participation and Empowerment pyramid framework. Results Twenty-four studies were identified. Studies primarily included indirect stakeholders (e.g., caregivers) giving in-depth perspectives, while direct stakeholders were limited to being intervention participants. Conclusions Voices of direct stakeholders with ASD and CCN remain limited or excluded in research. Reasons for the exclusion of individuals with ASD and CCN from research and strategies for future inclusion are raised and discussed.
Collapse
Affiliation(s)
- Kirsty Bastable
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Sandra Klopper
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Alecia Samuels
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| |
Collapse
|
17
|
A Dental Communication Board as an Oral Care Tool for Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 50:3831-3843. [PMID: 32140982 DOI: 10.1007/s10803-020-04436-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Children with autism spectrum disorder (ASD) sometimes display an inability for information sharing through functional verbal communication. This may interfere with professional oral care. These children tend to process visual information more efficiently than auditory information. Picture schedules can briefly suffice as visual cues serving a vital function in helping children with ASD to function in a particular setting such as an oral care environment. A visual communication implement such as a dental communication board was developed in this study to allow for a facilitated communication process between the patient with ASD and the oral care professional. This study entailed two main phases, namely the selection of symbols for the construction of a dental communication board and the small scale testing of the board in a clinical setting. This study incorporated a combination of a quantitative non-experimental descriptive survey combined with a concurrent mixed method survey design which retrieved data for both close-ended and open-ended questions from the same respondent. A quantitative survey questionnaire at a structured dental seminar presentation was employed for the first phase, and a combination of a quantitative and qualitative questionnaire was employed for the second phase of this study. Documented responses were collated and analyzed using frequency and thematic analysis. The most frequently selected symbols were retrieved after a frequency analysis and displayed on a color coded background to distinguish the various categories on the dental communication board. The thematic analysis resulted in the emergence of three main themes, namely the strengths of the board; weakness of the board and suggestions. This study anticipates the incorporation of a dental communication board as a visual mode using graphic symbols to augment expressive and receptive language in an oral care environment to facilitate professional oral care for children with ASD.
Collapse
|
18
|
Tönsing KM, Soto G. Multilingualism and augmentative and alternative communication: examining language ideology and resulting practices. Augment Altern Commun 2020; 36:190-201. [PMID: 33021393 DOI: 10.1080/07434618.2020.1811761] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
Although the literature suggests that multilingual augmentative and alternative communication (AAC) interventions hold benefits for children from multilingual backgrounds, there is little guidance on how such interventions can be implemented. While various barriers to this process have been noted, language ideology has not received much attention in the AAC literature. This paper aims to highlight multilingualism as both a linguistic and a sociopolitical phenomenon. An awareness of the influence of language ideology on AAC practice may lead to more considered and reflective approaches when supporting multilingual clients and their families. A description of the multilingual experience is followed by a discussion of language ideologies and views of multilingualism and how these may translate into AAC practices. Through a series of questions, AAC practitioners are encouraged to reflect on the influence of language ideology on their practices. The influence of language ideology on the legal and policy context, service models, and family language practices and choices is then explored. By situating AAC interventions for children from multilingual backgrounds within a macrosystemic and ideological framework, researchers and practitioners may be able to identify not just constraints on but also opportunities for providing person- and family-centered intervention.
Collapse
Affiliation(s)
- Kerstin Monika Tönsing
- Centre for Augmentative and Alternative Communication, University of Pretoria, Hatfield, South Africa
| | - Gloria Soto
- Department of Special Education and Department of Speech, Language, and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
| |
Collapse
|
19
|
Bedrosian JL, Hoag LA, McCoy KF. Service provider attitudes regarding conversational rule violations in three public settings. Augment Altern Commun 2020; 36:4-17. [DOI: 10.1080/07434618.2020.1740941] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Affiliation(s)
- Jan L. Bedrosian
- Department of Speech, Language and Hearing Sciences, Western Michigan University, Kalamazoo, MI, USA
| | - Linda A. Hoag
- Communication Sciences and Disorders Program, Kansas State University, Manhattan, KS, USA
| | - Kathleen F. McCoy
- Department of Computer and Information Sciences, University of Delaware, Newark, DE, USA
| |
Collapse
|
20
|
Thistle JJ, Wilkinson KM. Speech-Language pathologists' decisions when designing an aided AAC display for a compilation case study of a beginning communicator. Disabil Rehabil Assist Technol 2020; 16:871-879. [PMID: 32228265 DOI: 10.1080/17483107.2020.1745911] [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: 10/24/2022]
Abstract
PURPOSE The current study sought to identify decisions speech-language pathologists (SLPs) make and their rationale for those decisions when designing an AAC display for a hypothetical school-aged child who was a beginning communicator. Augmentative and alternative communication (AAC) displays support communicative interactions for children who are unable to use spoken language to meet their communication needs. Children who are at the early stages of learning language, often termed beginning or emerging communicators, may rely heavily on the AAC display to support comprehension and expression. Thus, it is important for speech-language pathologists (SLPs) to design a display that facilitates beginning communicators' communication development. METHODS This paper reports on the answers related to a specific case study presented in an online survey completed by 77 SLPs with experience in AAC. RESULTS Data illustrated design decisions driven by child-specific characteristics and informed by research regarding type of layout, representation, and the importance of various design features. CONCLUSIONS Suggestions for future research are provided, including identifying goals and communicative functions best supported by different types of displays, clinicians' challenges/successes growing a system with the child, and determining the importance of symbol arrangement and organisation in communicative tasks by AAC users.Implications for RehabilitationIdentification of current practices reported by speech-language pathologists given a case study to develop and implement future research.A gap between research and practice suggests the need for better dissemination and application of research supporting the inclusion of people engaged in the event depicted in a visual scene display.Foundations for future research to provide guidance regarding best design of and communication goals supported by visual scene displays and grid-based displays.
Collapse
Affiliation(s)
- Jennifer J Thistle
- Communication Sciences and Disorders, Western Washington University, Bellingham, WA, USA
| | - Krista M Wilkinson
- Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| |
Collapse
|
21
|
West‐Eberhard MJ. Modularity as a universal emergent property of biological traits. JOURNAL OF EXPERIMENTAL ZOOLOGY PART B-MOLECULAR AND DEVELOPMENTAL EVOLUTION 2019; 332:356-364. [PMID: 31702107 DOI: 10.1002/jez.b.22913] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 10/15/2019] [Accepted: 10/16/2019] [Indexed: 12/22/2022]
Affiliation(s)
- Mary Jane West‐Eberhard
- Smithsonian Tropical Research InstituteSan Pedro Costa Rica
- Museum of Natural ScienceLouisiana State UniversityBaton Rouge Louisiana
| |
Collapse
|
22
|
Speech-Language Pathologists' Knowledge and Consideration of Factors That May Predict, Moderate, and Mediate AAC Outcomes. J Autism Dev Disord 2019; 50:238-249. [PMID: 31612373 DOI: 10.1007/s10803-019-04217-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The aims of this study were to examine speech-language pathologists' (SLPs) knowledge and consideration of factors found in research when making clinical decisions regarding AAC for children with Autism Spectrum Disorder (ASD), and to reveal additional factors identified based on SLPs' clinical practice. A 20-question mixed-methods survey was completed internationally by 187 certified SLPs. Overall, SLPs showed some familiarity with the research and considered factors found in research when making clinical decisions. SLPs also identified 20 factors that were not identified in the most recent systematic review that may predict, moderate, and/or mediate outcomes. This information may contribute to advancing clinical services regarding AAC as well as guide future research investigating the mechanisms by which children with ASD respond to AAC interventions.
Collapse
|
23
|
Waller A. Telling tales: unlocking the potential of AAC technologies. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:159-169. [PMID: 30597706 PMCID: PMC6491981 DOI: 10.1111/1460-6984.12449] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Revised: 11/24/2018] [Accepted: 12/17/2018] [Indexed: 05/28/2023]
Abstract
Augmentative and alternative communication (AAC) has been transformed by the social media revolution made possible by the emergence of mobile technology. The cumbersome dedicated devices of the 1970s have evolved into a burgeoning AAC app industry. However, the limited use and abandonment of AAC technologies remains high. Unlocking the untapped potential of technology requires a paradigm shift in the design of AAC technologies by building systems that minimize the cognitive load placed on users, adapting to their individual physical and language needs. Telling Tales shares insights and stories of how the combination of user-centred design, interdisciplinary research and the application of intelligent computing is providing a vision of future generations of AAC technologies.
Collapse
Affiliation(s)
- Annalu Waller
- Computing, School of Science and EngineeringUniversity of DundeeDundeeUK
| |
Collapse
|
24
|
McNaughton D, Light J, Beukelman DR, Klein C, Nieder D, Nazareth G. Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augment Altern Commun 2019; 35:56-68. [DOI: 10.1080/07434618.2018.1556731] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
Affiliation(s)
- David McNaughton
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | | | | | | | | |
Collapse
|
25
|
Schlosser RW, Belfiore PJ, Sigafoos J, Briesch AM, Wendt O. Appraisal of comparative single-case experimental designs for instructional interventions with non-reversible target behaviors: Introducing the CSCEDARS ("Cedars"). RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:33-52. [PMID: 29853335 DOI: 10.1016/j.ridd.2018.04.028] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Revised: 04/06/2018] [Accepted: 04/30/2018] [Indexed: 06/08/2023]
Abstract
Evidence-based practice as a process requires the appraisal of research as a critical step. In the field of developmental disabilities, single-case experimental designs (SCEDs) figure prominently as a means for evaluating the effectiveness of non-reversible instructional interventions. Comparative SCEDs contrast two or more instructional interventions to document their relative effectiveness and efficiency. As such, these designs have great potential to inform evidence-based decision-making. To harness this potential, however, interventionists and authors of systematic reviews need tools to appraise the evidence generated by these designs. Our literature review revealed that existing tools do not adequately address the specific methodological considerations of comparative SCEDs that aim to compare instructional interventions of non-reversible target behaviors. The purpose of this paper is to introduce the Comparative Single-Case Experimental Design Rating System (CSCEDARS, "cedars") as a tool for appraising the internal validity of comparative SCEDs of two or more non-reversible instructional interventions. Pertinent literature will be reviewed to establish the need for this tool and to underpin the rationales for individual rating items. Initial reliability information will be provided as well. Finally, directions for instrument validation will be proposed.
Collapse
Affiliation(s)
- Ralf W Schlosser
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States; Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, United States; Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
| | - Phillip J Belfiore
- Program of Special Education and Applied Disability Studies, Mercyhurst University, United States
| | - Jeff Sigafoos
- Faculty of Education, Victoria University at Wellington, New Zealand
| | - Amy M Briesch
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States
| | - Oliver Wendt
- Department of Communication Sciences and Disorders, University of Central Florida, United States
| |
Collapse
|
26
|
Durieux N, Maillart C, Donneau AF, Pasleau F. Controlled before-after study to evaluate change in evidence-based practice of speech and language therapy students. Health Info Libr J 2018; 35:213-226. [DOI: 10.1111/hir.12224] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2016] [Accepted: 06/07/2018] [Indexed: 11/26/2022]
Affiliation(s)
- Nancy Durieux
- Life Sciences Library; University of Liège; Liège Belgium
| | - Christelle Maillart
- Department of Speech and Language Therapy; University of Liège; Liège Belgium
| | | | | |
Collapse
|
27
|
Sievers SB, Trembath D, Westerveld M. A systematic review of predictors, moderators, and mediators of augmentative and alternative communication (AAC) outcomes for children with autism spectrum disorder. Augment Altern Commun 2018; 34:219-229. [PMID: 29706101 DOI: 10.1080/07434618.2018.1462849] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Abstract
Documented variability in augmentative and alternative communication (AAC) intervention outcomes makes it difficult for clinicians to select systems most likely to be effective for individual children with autism spectrum disorder (ASD). The aim of this study was to identify child-related factors associated with AAC intervention outcomes through a systematic review of the research literature. A search was conducted of peer-reviewed research articles in which AAC intervention outcomes and associated factors were reported for children with ASD. The search yielded 965 titles and abstracts, of which seven articles relating to six studies met criteria for inclusion. In total, 18 factors were examined, of which nine were assessed as predictors (e.g., cognition, ASD severity, language use), three as moderators (e.g., joint attention, object exploration), and six as mediators (e.g., frequency of therapy, communication partner knowledge). Child characteristics associated with communication outcomes were pre-intervention cognition, severity of ASD, verbal imitation, vocabulary comprehension, object use, joint attention, language use, and two multi-dimensional measures of communication competence. This study suggests emerging evidence for predictors, but less is known about what factors moderate and mediate response to AAC interventions.
Collapse
Affiliation(s)
- Stephanie B Sievers
- a Menzies Health Institute Queensland , Griffith University , Gold Coast , Queensland , Australia
| | - David Trembath
- a Menzies Health Institute Queensland , Griffith University , Gold Coast , Queensland , Australia
| | - Marleen Westerveld
- b School of Allied Health Sciences , Griffith Institute for Educational Research , Gold Coast , Queensland , Australia
| |
Collapse
|
28
|
Dada S, Murphy Y, Tönsing K. Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists. Augment Altern Commun 2017; 33:189-200. [DOI: 10.1080/07434618.2017.1375979] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Affiliation(s)
- Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Yvonne Murphy
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Kerstin Tönsing
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| |
Collapse
|
29
|
Abstract
Intellectual disability (ID) and language disorders are neurodevelopmental conditions arising in early childhood. Child psychiatrists are likely to encounter children with ID and language disorders because both are strongly associated with challenging behaviors and mental disorder. Because early intervention is associated with optimal outcomes, child psychiatrists must be aware of their signs and symptoms, particularly as related to delays in cognitive and adaptive function. Optimal management of both ID and language disorders requires a multidisciplinary, team-based, and family centered approach. Child psychiatrists play an important role on this team, given their expertise with contextualizing and treating challenging behaviors.
Collapse
Affiliation(s)
- Natasha Marrus
- Department of Psychiatry, Division of Child and Adolescent Psychiatry, Washington University in St Louis, 660 South Euclid Avenue, Box 8504, St Louis, MO 63110, USA.
| | - Lacey Hall
- Department of Psychology, St. Jude Children's Research Hospital, 262 Danny Thomas Place, Memphis, TN 38105, USA
| |
Collapse
|
30
|
Lund SK, Quach W, Weissling K, McKelvey M, Dietz A. Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists. Lang Speech Hear Serv Sch 2017; 48:56-68. [DOI: 10.1044/2016_lshss-15-0086] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Accepted: 10/03/2016] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do clinicians with expertise approach the AAC assessment process for children with developmental disabilities? (b) Can any initial hypothesis be drawn about how SLPs approach the assessment of children with motor versus social interactive deficits?
Method
This study used a phenomenological qualitative design. The researchers conducted 2 in-depth, semistructured interviews with 8 SLPs who specialized in AAC and self-identified as primarily working with children.
Results
Four major themes emerged from the data: area of assessment, method of assessment, evaluation preparation, and parent education. Each major theme contained multiple subthemes and categories within those subthemes.
Conclusions
Participants discussed similar areas of assessment for both cases, indicating that some aspects of AAC assessment are universal. However, the specific aspects of what they were assessing and how they went about assessing them differed between the 2 cases. The results of the current study provide an outline of an assessment protocol for children with complex communication needs.
Collapse
|
31
|
Schäfer MCM, Sutherland D, McLay L, Achmadi D, van der Meer L, Sigafoos J, Lancioni GE, O'Reilly MF, Schlosser RW, Marschik PB. Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities. Augment Altern Commun 2016; 32:312-319. [PMID: 27776421 DOI: 10.1080/07434618.2016.1244561] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad®-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68-86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners.
Collapse
Affiliation(s)
- Martina Christina Marion Schäfer
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Dean Sutherland
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Laurie McLay
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Donna Achmadi
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Larah van der Meer
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Jeff Sigafoos
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Giulio E Lancioni
- c Department of Neuroscience and Sense Organs , University of Bari , Bari , Italy
| | - Mark F O'Reilly
- d Meadows Center for Preventing Educational Risk, The University of Texas at Austin , Austin , TX , USA
| | - Ralf W Schlosser
- e Department of Speech-Language Pathology and Audiology , Northeastern University and Boston Children's Hospital , Boston , MA , USA
| | - Peter B Marschik
- f Institute of Physiology, Research Unit iDN-interdisciplinary Developmental Neuroscience, Center for Physiological Medicine, Medical University of Graz, Graz, Austria and Center of Neurodevelopmental Disorders (KIND), Department of Women's and Children's Health, Karolinska Institutet , Stockholm , Sweden
| |
Collapse
|
32
|
Trembath D, Paynter J, Keen D, Ecker UKH. “Attention: Myth Follows!” Facilitated Communication, Parent and Professional Attitudes towards Evidence-based Practice, and the Power of Misinformation. ACTA ACUST UNITED AC 2016. [DOI: 10.1080/17489539.2015.1103433] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
33
|
Durieux N, Pasleau F, Piazza A, Donneau AF, Vandenput S, Maillart C. Information behaviour of French-speaking speech-language therapists in Belgium: results of a questionnaire survey. Health Info Libr J 2015; 33:61-76. [PMID: 26272501 DOI: 10.1111/hir.12118] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2014] [Accepted: 07/02/2015] [Indexed: 11/29/2022]
Abstract
BACKGROUND Speech-language therapists (SLTs) are encouraged to implement evidence-based practice (EBP). Nevertheless, EBP use by practitioners can be questioned. OBJECTIVES The objective of this study was to explore Belgian French-speaking SLTs' information behaviour and their awareness of EBP. The collected data allow one to determine how far they have embraced this approach. METHODS The two Belgian French-speaking SLT professional associations promoted an online questionnaire survey by email. Additionally, clinical supervisors of students were asked to participate. In March 2012, 2068 emails were sent. RESULTS The participation rate was at least 20% (n = 415). The reported information needs mainly concerned treatment or diagnosis. Most of the time, to attempt to fulfil their information needs, SLTs relied on their own resources (personal experience and libraries) and on colleagues in the workplace. When they searched on the Internet, they preferred to use a general search engine rather than a specialised bibliographic database. Barriers to obtaining scientific information are highlighted. Only 12% of the respondents had already heard about EBP. CONCLUSION This study provides the first overview of the information behaviour of SLTs working in the French community of Belgium. Several recommendations are suggested for SLTs and librarians.
Collapse
Affiliation(s)
- Nancy Durieux
- ULg Library: Life Sciences Library, University of Liege, Liege, Belgium
| | - Françoise Pasleau
- ULg Library: Life Sciences Library, University of Liege, Liege, Belgium
| | | | | | | | - Christelle Maillart
- Department of Psychology: Cognition and Behavior, University of Liege, Liege, Belgium
| |
Collapse
|
34
|
Schlosser RW, Koul RK. Speech Output Technologies in Interventions for Individuals with Autism Spectrum Disorders: A Scoping Review. Augment Altern Commun 2015; 31:285-309. [DOI: 10.3109/07434618.2015.1063689] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
35
|
Ryan SE, Shepherd T, Renzoni AM, Anderson C, Barber M, Kingsnorth S, Ward K. Towards Advancing Knowledge Translation of AAC Outcomes Research for Children and Youth with Complex Communication Needs. Augment Altern Commun 2015; 31:148-58. [PMID: 25860836 DOI: 10.3109/07434618.2015.1030038] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The production of new knowledge in augmentative and alternative communication (AAC) requires effective processes to leverage the different perspectives of researchers and knowledge users and improve prospects for utilization in clinical settings. This article describes the motivation, planning, process, and outcomes for a novel knowledge translation workshop designed to influence future directions for AAC outcomes research for children with complex communication needs. Invited knowledge users from 20 pediatric AAC clinics and researchers engaged in the collaborative development of research questions using a framework designed for the AAC field. The event yielded recommendations for research and development priorities that extend from the early development of language, communication, and literacy skills in very young children, to novel but unproven strategies that may advance outcomes in transitioning to adulthood.
Collapse
|
36
|
Mary Watson R, Pennington L. Assessment and management of the communication difficulties of children with cerebral palsy: a UK survey of SLT practice. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2015; 50:241-59. [PMID: 25652139 PMCID: PMC4371637 DOI: 10.1111/1460-6984.12138] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2014] [Accepted: 09/01/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Communication difficulties are common in cerebral palsy (CP) and are frequently associated with motor, intellectual and sensory impairments. Speech and language therapy research comprises single-case experimental design and small group studies, limiting evidence-based intervention and possibly exacerbating variation in practice. AIMS To describe the assessment and intervention practices of speech-language therapist (SLTs) in the UK in their management of communication difficulties associated with CP in childhood. METHODS & PROCEDURES An online survey of the assessments and interventions employed by UK SLTs working with children and young people with CP was conducted. The survey was publicized via NHS trusts, the Royal College of Speech and Language Therapists (RCSLT) and private practice associations using a variety of social media. The survey was open from 5 December 2011 to 30 January 2012. OUTCOMES & RESULTS Two hundred and sixty-five UK SLTs who worked with children and young people with CP in England (n = 199), Wales (n = 13), Scotland (n = 36) and Northern Ireland (n = 17) completed the survey. SLTs reported using a wide variety of published, standardized tests, but most commonly reported assessing oromotor function, speech, receptive and expressive language, and communication skills by observation or using assessment schedules they had developed themselves. The most highly prioritized areas for intervention were: dysphagia, alternative and augmentative (AAC)/interaction and receptive language. SLTs reported using a wide variety of techniques to address difficulties in speech, language and communication. Some interventions used have no supporting evidence. Many SLTs felt unable to estimate the hours of therapy per year children and young people with CP and communication disorders received from their service. CONCLUSIONS & IMPLICATIONS The assessment and management of communication difficulties associated with CP in childhood varies widely in the UK. Lack of standard assessment practices prevents comparisons across time or services. The adoption of a standard set of agreed clinical measures would enable benchmarking of service provision, permit the development of large-scale research studies using routine clinical data and facilitate the identification of potential participants for research studies in the UK. Some interventions provided lack evidence. Recent systematic reviews could guide intervention, but robust evidence is needed in most areas addressed in clinical practice.
Collapse
Affiliation(s)
- Rose Mary Watson
- Institute of Health and Society, Newcastle UniversityNewcastle upon Tyne, UK
| | - Lindsay Pennington
- Institute of Health and Society, Newcastle UniversityNewcastle upon Tyne, UK
| |
Collapse
|
37
|
A scoping review of interventions to supplement spoken communication for children with limited speech or language skills. PLoS One 2014; 9:e90744. [PMID: 24625465 PMCID: PMC3953121 DOI: 10.1371/journal.pone.0090744] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2013] [Accepted: 02/04/2014] [Indexed: 11/19/2022] Open
Abstract
Background Augmentative and Alternative Communication (AAC) is used for treating children with severe disorders of speech-language production and/or comprehension. Various strategies are used, but research and debate on their efficacy have remained limited to a specific area and have rarely reached the general medical community. Objective To systematically evaluate outcomes of AAC interventions in children with limited speech or language skills. Methods Searches were conducted (up to December 2012) in the MEDLINE, EMBASE, PsycINFO, CINAHL, DARE, and Cochrane Library databases. Furthermore, relevant journals were searched by hand. References from identified studies were examined. Only RCTs were considered. Trial quality was assessed according to a standardized and validated set of criteria. Results Fourteen of 1661 retrieved papers met inclusion criteria. A total of 666 children were included in the review and 7 papers involved only children <5 years old. Papers were of average quality and all but one had been published during the previous 10 years by one of 8 research groups, 5 of which from the United States. Seven studies directly addressed AAC use by children with different disabilities. Seven studies enrolled typically developing children: 5 evaluated the use of AAC technologies by children without disabilities in order to obtain results that could be used to improve interventions in peers with disabilities, and 2 evaluated peers’ attitudes towards children who used AAC. Both interventions and outcome measures varied widely between studies. Overall findings demonstrate the effectiveness of the AAC interventions considered, but the focus on RCTs alone appears too restrictive. Conclusions Solid evidence of the positive effects of AAC interventions in children with severe communication disorders must be generated, and different methods are needed besides RCTs. Moreover, it is important that knowledge, research, and debate extend to the medical community in order to ensure clinically effective AAC provision for these children (and their parents).
Collapse
|
38
|
Hill K, Kovacs T, Shin S. Reliability of brain computer interface language sample transcription procedures. ACTA ACUST UNITED AC 2014; 51:579-90. [DOI: 10.1682/jrrd.2013.05.0102] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
39
|
Murray J, Martin A, Pennington L, Marshall J, Enderby P, Goldbart J. A case study template to support experimental design in Augmentative and Alternative Communication and Assistive Technology. Disabil Rehabil Assist Technol 2013; 9:60-9. [PMID: 24160813 DOI: 10.3109/17483107.2013.851744] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE The field of Augmentative and Alternative Communication/Assistive Technology (AAC/AT) has an extensive literature of non-experimental case descriptions. This limits the generalisation of findings. The current study aimed to develop a template to contribute to single case experimental design specifically for the field of enquiry. METHOD A qualitative case study methodology was adopted to construct and evaluate the content and structure of the case study template. Participants represented relevant stakeholder groups. Data were collected through template evaluations and focus groups. Data were analysed using Framework Analysis. RESULTS Across stakeholder groups, results produced a consensus on AAC/AT terminology, content and detail that may usefully inform single case experimental design. CONCLUSIONS This is a complex area of rehabilitation that can best support its service users and service commissioners by using tools that facilitate collaborative working. The findings suggest that it is possible to produce a data collection tool that is acceptable to all stakeholder perspectives.
Collapse
Affiliation(s)
- Janice Murray
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University , Manchester , UK
| | | | | | | | | | | |
Collapse
|
40
|
Novak I, McIntyre S, Morgan C, Campbell L, Dark L, Morton N, Stumbles E, Wilson SA, Goldsmith S. A systematic review of interventions for children with cerebral palsy: state of the evidence. Dev Med Child Neurol 2013; 55:885-910. [PMID: 23962350 DOI: 10.1111/dmcn.12246] [Citation(s) in RCA: 787] [Impact Index Per Article: 71.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/05/2013] [Indexed: 02/07/2023]
Abstract
AIM The aim of this study was to describe systematically the best available intervention evidence for children with cerebral palsy (CP). METHOD This study was a systematic review of systematic reviews. The following databases were searched: CINAHL, Cochrane Library, DARE, EMBASE, Google Scholar MEDLINE, OTSeeker, PEDro, PsycBITE, PsycINFO, and speechBITE. Two independent reviewers determined whether studies met the inclusion criteria. These were that (1) the study was a systematic review or the next best available; (2) it was a medical/allied health intervention; and (3) that more than 25% of participants were children with CP. Interventions were coded using the Oxford Levels of Evidence; GRADE; Evidence Alert Traffic Light; and the International Classification of Function, Disability and Health. RESULTS Overall, 166 articles met the inclusion criteria (74% systematic reviews) across 64 discrete interventions seeking 131 outcomes. Of the outcomes assessed, 16% (21 out of 131) were graded 'do it' (green go); 58% (76 out of 131) 'probably do it' (yellow measure); 20% (26 out of 131) 'probably do not do it' (yellow measure); and 6% (8 out of 131) 'do not do it' (red stop). Green interventions included anticonvulsants, bimanual training, botulinum toxin, bisphosphonates, casting, constraint-induced movement therapy, context-focused therapy, diazepam, fitness training, goal-directed training, hip surveillance, home programmes, occupational therapy after botulinum toxin, pressure care, and selective dorsal rhizotomy. Most (70%) evidence for intervention was lower level (yellow) while 6% was ineffective (red). INTERPRETATION Evidence supports 15 green light interventions. All yellow light interventions should be accompanied by a sensitive outcome measure to monitor progress and red light interventions should be discontinued since alternatives exist.
Collapse
Affiliation(s)
- Iona Novak
- Cerebral Palsy Alliance, Sydney, Australia; University of Notre Dame Australia, Sydney, Australia
| | | | | | | | | | | | | | | | | |
Collapse
|
41
|
Cheung G, Trembath D, Arciuli J, Togher L. The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2013; 15:396-406. [PMID: 22967045 DOI: 10.3109/17549507.2012.714797] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Although researchers have examined barriers to implementing evidence-based practice (EBP) at the level of the individual, little is known about the effects workplaces have on speech-language pathologists' implementation of EBP. The aim of this study was to examine the impact of workplace factors on the use of EBP amongst speech-language pathologists who work with children with Autism Spectrum Disorder (ASD). This study sought to (a) explore views about EBP amongst speech-language pathologists who work with children with ASD, (b) identify workplace factors which, in the participants' opinions, acted as barriers or enablers to their provision of evidence-based speech-language pathology services, and (c) examine whether or not speech-language pathologists' responses to workplace factors differed based on the type of workplace or their years of experience. A total of 105 speech-language pathologists from across Australia completed an anonymous online questionnaire. The results indicate that, although the majority of speech-language pathologists agreed that EBP is necessary, they experienced barriers to their implementation of EBP including workplace culture and support, lack of time, cost of EBP, and the availability and accessibility of EBP resources. The barriers reported by speech-language pathologists were similar, regardless of their workplace (private practice vs organization) and years of experience.
Collapse
|
42
|
Binger C, Ball L, Dietz A, Kent-Walsh J, Lasker J, Lund S, McKelvey M, Quach W. Personnel roles in the AAC assessment process. Augment Altern Commun 2013; 28:278-88. [PMID: 23256859 DOI: 10.3109/07434618.2012.716079] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
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.
Collapse
Affiliation(s)
- Cathy Binger
- University of New Mexico, Albuquerque, NM 87131, USA.
| | | | | | | | | | | | | | | |
Collapse
|
43
|
Dietz A, Quach W, Lund SK, McKelvey M. AAC Assessment and Clinical-Decision Making: The Impact of Experience. Augment Altern Commun 2012; 28:148-59. [DOI: 10.3109/07434618.2012.704521] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
44
|
Iacono T, Lyon K, West D. Non-electronic communication aids for people with complex communication needs. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2011; 13:399-410. [PMID: 20583966 DOI: 10.3109/17549507.2011.482162] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Non-electronic communication aids provide one form of augmentative and alternative communication (AAC) for people with complex communication needs. The aim here was to explore non-electronic communication aids as one AAC option and research challenges. This aim was addressed by reviewing funding for the provision of AAC systems, data from an Australian pilot project providing non-electronic communication aids, an audit of aided AAC published studies (2000-2009), and discussion of the review literature. Combined, these sources indicate that although there is great demand for non-electronic communication aids, funding schemes, both in Australia and internationally, have focused on electronic communication aids. Such funding has usually failed to meet the total device costs and has not provided for adequate speech-language pathology support. Data from the pilot indicated the demand for non-electronic communication aids, and patterns suggest potential factors that govern the types selected. Despite the high demand for non-electronic aids, the research literature has tended to focus on electronic communication aids, including within intervention studies and addressing design features and long-term outcomes. Concerns about ensuring that AAC systems are chosen according to the assessed needs of individuals are discussed within the context of limitations in outcomes research and appropriate outcome measures.
Collapse
Affiliation(s)
- Teresa Iacono
- Communication Resource Centre , Scope, Melbourne, Australia.
| | | | | |
Collapse
|
45
|
Raghavendra P. Time constraint is a major barrier to the implementation of shared decision-making in clinical practice, but more research is needed to develop a theoretical basis and strategies for implementation. ACTA ACUST UNITED AC 2010. [DOI: 10.1080/17489539.2010.507361] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
46
|
Raghavendra P. Teaching evidence-based practice in a problem-based learning course in speech-language pathology. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/17489530903399160] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
47
|
Schlosser RW, Sigafoos J. Navigating Evidence-Based Information Sources in Augmentative and Alternative Communication. Augment Altern Commun 2009; 25:225-35. [DOI: 10.3109/07434610903360649] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
48
|
Branson D, Demchak M. The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review. Augment Altern Commun 2009; 25:274-86. [DOI: 10.3109/07434610903384529] [Citation(s) in RCA: 77] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
49
|
Calculator SN, Black T. Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classrooms. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2009; 18:329-342. [PMID: 19638486 DOI: 10.1044/1058-0360(2009/08-0065)] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE To compile and then validate a set of evidence-based best practices related to augmentative and alternative communication (AAC) and its role in fostering the inclusion of students with severe disabilities in general education classrooms and other inclusive settings. METHOD A comprehensive review of the literature pertaining to AAC and inclusive education for students with severe disabilities in inclusive classrooms resulted in an inventory of possible best practices. Reliability testing was conducted to verify levels of evidence assigned to each source and corresponding practice. Practices were reviewed and validated by a panel of 8 experts. Statistical analysis revealed a high level of internal consistency across items composing the inventory. RESULTS An inventory of 91 practices, each assigned to 1 of 8 predetermined categories, was uncovered. Themes arising in experts' comments related to items in the inventory are discussed. CONCLUSIONS Possible uses of the inventory are discussed along with suggestions for future research.
Collapse
Affiliation(s)
- Stephen N Calculator
- University of New Hampshire, Department of Communication Sciences and Disorders, Hewitt Hall, Durham, NH 03824-3563, USA.
| | | |
Collapse
|
50
|
Schlosser RW, Sigafoos J. Referring to clinical expertise and to client perspectives as “evidence:” Merits and perils. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/17489530903364206] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|