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Cooper B, Soto G. The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough? Augment Altern Commun 2024:1-11. [PMID: 38619469 DOI: 10.1080/07434618.2024.2332648] [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: 08/01/2023] [Accepted: 02/29/2024] [Indexed: 04/16/2024] Open
Abstract
The selection of appropriate vocabulary is a crucial and challenging aspect of augmentative and alternative communication (AAC) intervention. Core vocabulary lists are frequently used to support vocabulary selection for children who require AAC. A vocabulary domain that has garnered limited attention within the AAC literature is relational basic concepts (RBCs). RBCs describe relationships between objects, persons, or situations, and play a pivotal role in language development, communication, and academic success. For the present study, we created a list of 156 RBCs, drawing primarily from assessments that measure basic concept knowledge in preschool and early elementary school students. We examined the overlap of these words on nine core vocabulary lists. We found that most concepts were not represented on any core lists. Additionally, there was relatively little overlap of RBCs between the core lists. These findings suggest that vocabulary selection resources created using exclusively a core vocabulary approach may have limited utility for identifying many concepts that preschool and early elementary students are expected to know and use. Implications for AAC research and practice are discussed with emphasis on the need for further consideration of RBCs within vocabulary selection practice and the field of AAC at large.
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Affiliation(s)
- Brittney Cooper
- Graduate School of Education, University of California, Berkeley, CA, USA
- Department of Special Education, San Francisco State University, San Francisco, CA, USA
| | - Gloria Soto
- Department of Special Education, San Francisco State University, San Francisco, CA, USA
- Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
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2
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Neuvonen KA, Smith MM, Launonen K, von Tetzchner S. Communication partner strategies in negotiation for meaning in interactions involving aided communication. CLINICAL LINGUISTICS & PHONETICS 2023; 37:1104-1123. [PMID: 36426778 DOI: 10.1080/02699206.2022.2148130] [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: 01/21/2022] [Revised: 10/21/2022] [Accepted: 11/11/2022] [Indexed: 06/16/2023]
Abstract
Co-constructing meaning is acommon feature of all conversationsbut may have amore specific role in interactions where one of the participants uses aided communication. The present study applies qualitative descriptive analysis supported by quantitative measures in exploring meaning-negotiation strategies of speaking communication partners in task-related aided conversations. The study focuses on identifying and exploring strategies that the communication partners utilise when attempting to interpret the meaning and resolve potential ambiguities of aided utterances in the context of event descriptions. The participants of the study were three aided communicators (age 8 to 11 years), who used graphic communication systems as their main means of communication, and familiar adult communication partners. The results demonstrate that the communication partners employed several strategies in attempting to comprehend, interpret and co-construct the meaning of aided utterances at various phases of interaction. The primary strategy involved clarifying the lexical properties of the aided constructions, reflecting the multidimensional and polysemous nature of graphic communication systems. Structural and referential complexities affected how the elements produced were understood as part of the ongoing context. The study highlights the participants´ shared responsibility in developing and utilising effective meaning-negotiation and repair strategies to support successful communication.
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Affiliation(s)
- Kirsi A Neuvonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Martine M Smith
- Clinical Speech & Language Studies, University of Dublin, Trinity College, Dublin, Ireland
| | - Kaisa Launonen
- Department of Psychology, University of Oslo, Oslo, Norway
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Soto G, Clarke MT, Savaldi-Harussi G. Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augment Altern Commun 2023; 39:293-301. [PMID: 37671918 DOI: 10.1080/07434618.2023.2237108] [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: 10/11/2022] [Accepted: 06/15/2023] [Indexed: 09/07/2023] Open
Abstract
The present study investigated the relationship between lexicon and grammar in individuals who use graphic symbol-based aided augmentative and alternative communication (AAC). Data came from 60 transcripts of generalization sessions that were part of two previous intervention studies, aimed at improving the expressive vocabulary and grammar of 12 children and youth who used graphic symbol-based AAC. The specific aims of the current study were to (a) describe vocabulary composition across different levels of expressive vocabulary and (b) analyze the relationship between global measures of expressive vocabulary and the use of grammar in individuals who use aided AAC. A series of multiple linear mixed effect regression analyses showed a positive predictive association between overall vocabulary size and the use of closed-class words, and a positive relationship between the use of verbs and the use of closed-class words. Additionally, the use of verbs had a significant positive association with the use of inflectional morphology, while the use of nouns did not. Theoretical and practical implications of these findings are discussed.
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Affiliation(s)
- Gloria Soto
- Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, California, USA
| | - Michael T Clarke
- Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, California, USA
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Stadskleiv K, Batorowicz B, Sandberg AD, Launonen K, Murray J, Neuvonen K, Oxley J, Renner G, Smith MM, Soto G, van Balkom H, Walter C, Yang CK, von Tetzchner S. Aided communication, mind understanding and co-construction of meaning. Dev Neurorehabil 2022; 25:518-530. [PMID: 35848118 DOI: 10.1080/17518423.2022.2099030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Mind understanding allows for the adaptation of expressive language to a listener and is a core element when communicating new information to a communication partner. There is limited knowledge about the relationship between aided language and mind understanding. This study investigates this relationship using a communication task. The participants were 71 aided communicators using graphic symbols or spelling for expression (38/33 girls/boys) and a reference group of 40 speaking children (21/19 girls/boys), aged 5;0-15;11 years. The task was to describe, but not name, drawings to a communication partner. The partner could not see the drawing and had to infer what was depicted from the child's explanation. Dyads with aided communicators solved fewer items than reference dyads (64% vs 93%). The aided spellers presented more precise details than the symbol users (46% vs 38%). In the aided group, number of correct items correlated with verbal comprehension and age.
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Affiliation(s)
- Kristine Stadskleiv
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Department of Clinical Neurosciences for Children, Oslo University Hospital, Oslo, Norway
| | - Beata Batorowicz
- School of Rehabilitation Therapy, Queen's University, Kingston, ON, Canada
| | | | - Kaisa Launonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Janice Murray
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Kirsi Neuvonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Judith Oxley
- Department of Communicative Disorders, University of Louisiana at Lafayette, Lafayette, LA, USA
| | - Gregor Renner
- Department of Special/Inclusive Education, Katholische Hochschule Freiburg, Freiburg, Germany
| | - Martine M Smith
- School of Linguistic, Speech and Communication Sciences, Trinity College, Dublin, Ireland
| | - Gloria Soto
- Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
| | - Hans van Balkom
- Department of Orthopedagogics: Learning and Development, Radboud Universiteit, Nijmegen, The Netherlands
| | - Catia Walter
- Department of Inclusive and Continuing Education, Rio de Janeiro State University, Oslo, Brazil
| | - Chih-Kang Yang
- Department of Special Education, National Dong Hwa University, Shoufeng, Taiwan
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King MR, Soto G. Code-switching using aided AAC: toward an integrated theoretical framework. Augment Altern Commun 2022; 38:67-76. [DOI: 10.1080/07434618.2022.2051603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Affiliation(s)
- Marika R. King
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT, USA
| | - Gloria Soto
- Department of Speech, Language and Hearing Sciences and Department of Special Education, San Francisco State University, San Francisco, CA, USA
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Cooper B, Soto G, Clarke MT. Prompting for repair as a language teaching strategy for augmentative and alternative communication. Augment Altern Commun 2021; 37:251-260. [PMID: 34967282 DOI: 10.1080/07434618.2021.1979648] [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: 10/19/2022] Open
Abstract
Conversational repair has been found to play a fundamental role in the acquisition of language. This paper describes existing research on conversational repair and its relationship to language learning, whether a first language or a second language, as well as its relevance to augmentative and alternative communication (AAC). A case is made for incorporating prompts to repair in conversation-based language interventions with children learning to use AAC. We argue that interventions targeting linguistic complexity should encourage self-repair in conversation in order to develop linguistic and operational competency as well as increase automaticity when using AAC. Clinical implications and directions for future research are discussed.
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Affiliation(s)
- Brittney Cooper
- Graduate School of Education, University of California, Berkeley, Berkeley, CA, USA.,Department of Special Education, San Francisco State University, San Francisco, CA, USA
| | - Gloria Soto
- Department of Special Education, San Francisco State University, San Francisco, CA, USA.,Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
| | - Michael T Clarke
- Department of Language and Cognition, University College London, London, UK
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Murray J, Lynch Y, Goldbart J, Moulam L, Judge S, Webb E, Jayes M, Meredith S, Whittle H, Randall N, Meads D, Hess S. The decision-making process in recommending electronic communication aids for children and young people who are non-speaking: the I-ASC mixed-methods study. HEALTH SERVICES AND DELIVERY RESEARCH 2020. [DOI: 10.3310/hsdr08450] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023] Open
Abstract
Background
This project [Identifying Appropriate Symbol Communication (I-ASC)] explored UK decision-making practices related to communication aid recommendations for children and young people who are non-speaking. Research evidence related to communication aid decision-making is limited. The research aims were to increase understanding of influencers on the decision-making process in recommending electronic communication aids, and to develop guidance tools to support decision-making. An additional, post hoc aim was to evaluate the public involvement contribution to the I-ASC project. The research focused on the identification of attributes and characteristics that professionals, family members and those who use communication aids considered important in the recommendation process. Findings informed the development of guidance resources. The evaluation of public involvement focused on what could be learned from a nationally funded project with involvement from public contributors typically regarded as hard to include.
Methodology
For the clinical decision-making component, the methodological investigation adopted a three-tier approach with three systematic reviews, a qualitative exploration of stakeholder perspectives through focus groups and interviews, and a quantitative investigation surveying professionals’ perspectives. The public involvement evaluation adopted a mixed-methods approach. A total of 354 participants contributed to the decision-making data set, including professionals, family members, and children, young people and adults who use communication aids; 22 participants contributed to the public involvement evaluation. The literature review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Thematic analysis and framework approach supported the analysis of qualitative data. Two stated preference surveys, a best–worst scaling and a discrete choice experiment, allowed the relative importance of factors in decision-making to be determined. Analysis was grounded in random utility theory.
Public involvement
Two public involvement co-researchers, an adult using a symbol communication aid and a parent of a communication aid user, were core members of the research team. The I-ASC public involvement resulted in an additional award to evaluate the impact of public involvement across the project.
Results
Factors influencing decision-making are not always under the control of the decision-makers, for example professional knowledge, referral criteria and service structure. Findings suggest that real clinical decisions contrast with hypothetical decisions. Survey responses indicated that children’s physical characteristics are less important than their language, communication and learning abilities; however, during real-time decision-making, the opposite appeared to be true, with access needs featuring most prominently. In contrast to professionals’ decisions, users and family members prioritise differing aesthetic attributes of communication aids. Time allocated to system learning remains underspecified. The research informed the development of decision-making guidance tools (https://iasc.mmu.ac.uk/; accessed 8 June 2020). A public involvement evaluation suggests that successful public involvement of individuals with disabilities requires significant resources that include staff time, training and personal support (https://iasc.mmu.ac.uk/publicinvolvement; accessed 8 June 2020).
Future work
Further research is needed in the areas of language assessment, communication aid attributes, types of decision-making episodes and service user perspectives. These data highlight the need for mechanisms that enable public involvement co-researchers to be paid for their contributions to research bid preparation.
Limitations
Individuals who benefit from communication aids are a heterogeneous group. We cannot guarantee that this study has captured all relevant components of decision-making.
Funding
This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 45. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Janice Murray
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Yvonne Lynch
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Juliet Goldbart
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Liz Moulam
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Simon Judge
- Barnsley Assistive Technology Service, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
| | - Edward Webb
- Leeds Institute of Health Sciences and Choice Modelling Centre, University of Leeds, Leeds, UK
| | - Mark Jayes
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Stuart Meredith
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Helen Whittle
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | - Nicola Randall
- Barnsley Assistive Technology Service, Barnsley Hospital NHS Foundation Trust, Barnsley, UK
| | - David Meads
- Leeds Institute of Health Sciences and Choice Modelling Centre, University of Leeds, Leeds, UK
| | - Stephane Hess
- Choice Modelling Centre and Institute of Transport Studies, University of Leeds, Leeds, UK
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von Tetzchner S. Introduction to the special issue on aided language processes, development, and use: an international perspective. Augment Altern Commun 2018; 34:1-15. [DOI: 10.1080/07434618.2017.1422020] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
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Stadskleiv K, Batorowicz B, Massaro M, van Balkom H, von Tetzchner S. Visual-spatial cognition in children using aided communication. Augment Altern Commun 2018; 34:68-78. [DOI: 10.1080/07434618.2017.1422017] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023] Open
Affiliation(s)
- Kristine Stadskleiv
- Department of Clinical Neurosciences for Children, Oslo University Hospital, Oslo, Norway
| | - Beata Batorowicz
- School of Rehabilitation Therapy, Faculty of Health Sciences, Queen’s University, Kingston, ON, Canada
| | - Munique Massaro
- Department of Special Education, Rio Claro Municipality, Rio Claro, Brazil
| | - Hans van Balkom
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
- Milo Foundation, Schijndel, Netherlands
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