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Boster JB, Cordone T, Blosser H. Increasing Reciprocal Social Interactions Between Children Who Use Augmentative and Alternative Communication and Peers Using a Collaborative Learning Framework. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1748-1762. [PMID: 38536727 DOI: 10.1044/2024_ajslp-23-00405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/04/2024]
Abstract
PURPOSE Children with complex communication needs who rely on augmentative and alternative communication (AAC) strategies to express themselves face significant difficulties interaction with peers. This study sought to design, implement, and evaluate a collaborative photography intervention designed to increase reciprocal social interaction between children who use AAC and their same-age peers. METHOD A single-subject, withdrawal design (ABAB) was used to explore the functional relationship between engagement in a collaborative photography intervention and the frequency of reciprocal social interactions between children who use AAC and their same-age peers. Partial-interval time sampling was used to code the number of reciprocal social interactions across four dyads. RESULTS Increased frequencies of reciprocal social interactions were observed in intervention phases across all four dyads. Very large levels of effect and 100% nonoverlapping data were noted for Dyads 1 and 4. Moderate levels of effect and 70% of nonoverlapping data were noted for Dyads 2 and 3. CONCLUSIONS Collaborative learning frameworks may be used to increase reciprocal social interactions between children who use AAC and their peers. Speech-language pathologists should consider utilizing collaborative learning elements in activities with children who use AAC. Future research is needed to further explore collaborative learning frameworks for interventions for children who use AAC. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25464064.
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Kim J, Soto G. A Comprehensive Scoping Review of Caregivers' Experiences With Augmentative and Alternative Communication and Their Collaboration With School Professionals. Lang Speech Hear Serv Sch 2024; 55:607-627. [PMID: 38324385 DOI: 10.1044/2024_lshss-23-00117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2024] Open
Abstract
PURPOSE Parent engagement and involvement is essential for the successful implementation of augmentative and alternative communication (AAC) systems in the home. The purpose of the current study is to gain a deeper understanding of caregivers' experiences with AAC systems and their collaboration with school professionals during the implementation of AAC, which may have led to subsequent abandonment. METHOD This review intentionally included qualitative studies that employed semistructured interviews, focus groups, and ethnographic investigations that documented the experiences and perceptions of families implementing AAC at home. Electronic database search, ancestral search, and forward search procedures resulted in a total of 27 peer-reviewed studies portraying the voices of 319 caregivers. RESULTS An inductive analysis was conducted to record recurring themes into codes. The codes were thematically synthesized into three main themes: (a) the family unit, (b) the service providers, and (c) the AAC system. CONCLUSIONS The results emphasized the need for participatory practices of family involvement in co-constructing a collaborative AAC service provision. Future research directions should implement this practice and explore the outcomes of this process to validate its efficacy.
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Affiliation(s)
- John Kim
- Joint Doctoral Program in Special Education, University of California-Berkeley and San Francisco State University
| | - Gloria Soto
- Department of Speech, Language and Hearing Sciences, San Francisco State University, CA
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Boster JB. Utilising collaborative learning strategies with children who use AAC: A pilot online training program for speech-language pathologists. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-9. [PMID: 37933595 DOI: 10.1080/17549507.2023.2266592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2023]
Abstract
PURPOSE Children who utilise augmentative and alternative communication (AAC) have difficulty participating in interactions with peers and speech-language pathologists (SLPs) lack training in the development of activities to specifically target participation. The purpose of the current study was to explore a pilot online training program designed to provide information about the development of collaborative learning (CL) activities to support participation. METHOD A single-subject, multiple baseline across six participants in an initial group and a replication group was completed to assess the number of CL elements included in probe responses during baseline, intervention, and maintenance phases. RESULT SLPs were highly accurate in their ability to answer multiple choice questions about CL elements (80%-90%); however, the overall effect of the intervention was weak with a Tau-U of 0.48 for the initial group and 0.53 for the replication group. CONCLUSION SLPs can begin to develop skills in designing CL activities for children who utilise AAC as a means to support participation and foster social interaction. Future research is necessary to design efficient and effective online training for SLPs.
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O'Regan Kleinert J, Kearns JF, Page JL, Kleinert HL. Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Lang Speech Hear Serv Sch 2023; 54:1333-1357. [PMID: 37639539 DOI: 10.1044/2023_lshss-22-00178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023] Open
Abstract
PURPOSE The purpose of this article was to conduct a systematic review of the literature on teaching or increasing the use of augmentative and alternative communication (AAC) by students with significant intellectual disabilities and complex communication needs (CCNs) within inclusive school settings. METHOD A systematic review of research literature from 1998 to 2022 was completed using multiple electronic databases, as well as citation chaining and cited author reference searches. Three hundred two articles were located with 17 meeting criteria for inclusion in this systematic review. Articles were initially screened by one author for potential inclusion; the remaining 83 were coded by one author and reviewed for consensus by three authors for inclusion in this review. Articles were analyzed and rated regarding both level of research design and quality of methodology. RESULTS All studies reported positive outcomes, with students with significant intellectual disabilities and CCN, of AAC intervention implemented in an inclusive setting. Fourteen over 17 studies were single-case designs with an average rating of 76% on the Single-Case Experimental Design measure of methodological quality. Less than half of the studies assessed generalization of subject learning. Review of interventions used in the studies, however, revealed the majority of studies utilized packages of interventions, making it difficult to determine the effectiveness of individual approaches. CONCLUSIONS This systematic review indicates there are promising interventions within inclusive settings for improved use of AAC by students with significant intellectual disabilities and CCN. Further research is needed, however, to obtain more data on generalization of student gains as well as to determine which specific interventions might be the most successful for this population of students in inclusive settings.
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Affiliation(s)
- Jane O'Regan Kleinert
- Department of Communication Sciences and Disorder, University of Kentucky, Lexington
| | | | - Judith L Page
- Department of Communication Sciences and Disorder, University of Kentucky, Lexington
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Reichle J, Pustejovsky JE, Vannest KJ, Foster M, Pierson LM, Wattanawongwan S, Chen M, Fuller MC, Haas AN, Bhat BH, Sallese MR, Smith SD, Yllades V, Rodriguez D, Yoro A, Ganz JB. Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation: Group and Single-Case Design. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-24. [PMID: 37235744 DOI: 10.1044/2023_ajslp-22-00314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE This article provides a systematic review and analysis of group and single-case studies addressing augmentative and alternative communication (AAC) intervention with school-aged persons having autism spectrum disorder (ASD) and/or intellectual/developmental disabilities resulting in complex communication needs (CCNs). Specifically, we examined participant characteristics in group-design studies reporting AAC intervention outcomes and how these compared to those reported in single-case experimental designs (SCEDs). In addition, we compared the status of intervention features reported in group and SCED studies with respect to instructional strategies utilized. PARTICIPANTS Participants included school-aged individuals with CCNs who also experienced ASD or ASD with an intellectual delay who utilized aided or unaided AAC. METHOD A systematic review using descriptive statistics and effect sizes was implemented. RESULTS Findings revealed that participant features such as race, ethnicity, and home language continue to be underreported in both SCED and group-design studies. Participants in SCED investigations more frequently used multiple communication modes when compared to participants in group studies. The status of pivotal skills such as imitation was sparsely reported in both types of studies. With respect to instructional features, group-design studies were more apt to utilize clinical rather than educational or home settings when compared with SCED studies. In addition, SCED studies were more apt to utilize instructional methods that closely adhered to instructional features more typically characterized as being associated with behavioral approaches. CONCLUSION The authors discuss future research needs, practice implications, and a more detailed specification of treatment intensity parameters for future research.
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Affiliation(s)
- Joe Reichle
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis
| | | | | | - Margaret Foster
- Center for Systematic Reviews and Research Syntheses, School of Medicine, Texas A&M University, College Station
| | - Lauren M Pierson
- Department of Social Work and Communication Disorders, Tarleton State University, Fort Worth, TX
| | | | - Man Chen
- Department of Educational Psychology, University of Wisconsin-Madison
| | - Marcus C Fuller
- Department of Education, University of Maryland Eastern Shore, Princess Anne
| | | | - Bethany H Bhat
- Department of Educational Psychology, University of Texas at Austin
| | - Mary Rose Sallese
- Department of Curriculum and Instruction, University of Alabama-Birmingham
| | - S D Smith
- Department of Elementary, Early, & Special Education, Southeast Missouri State University, Cape Girardeau
| | | | - Daira Rodriguez
- Department of Educational Psychology, Texas A&M University, College Station
| | - Amara Yoro
- Department of Educational Psychology, Texas A&M University, College Station
| | - J B Ganz
- Department of Educational Psychology, Texas A&M University, College Station
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Sun T, Bowles RP, Douglas SN. Chinese-English speaking family perspectives of augmentative and alternative communication use with their children. JOURNAL OF COMMUNICATION DISORDERS 2023; 102:106315. [PMID: 36822146 DOI: 10.1016/j.jcomdis.2023.106315] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 01/19/2023] [Accepted: 02/16/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Culturally and linguistically diverse families who have children with complex communication needs (CCN) often have limited access to augmentative and alternative communication (AAC) devices and interventions due to the lack of services that acknowledge their families' cultural and linguistic needs. Despite the increasing need for culturally responsive services, little is known about Chinese-English speaking families' perspectives and experience related to AAC use and services. The objective of this study was to understand the perspectives and experiences of Chinese-English speaking family members of children who use AAC use. METHODS This study employs a qualitative descriptive methodology approach. The researchers conducted individual or group semi-structured interviews with 10 adult family members (mother, father, and grandparent) from four Chinese-English speaking families in the U.S. and Canada who have a child who uses AAC (ages 3-8). RESULTS Chinese-English speaking families have high acceptance and satisfaction with their child's AAC as long as they see the benefits of the AAC system. Mothers and siblings play unique roles in supporting home AAC practice given frequent engagement with and observed influence on the child who uses AAC. Family members indicated goals in building stronger family connections, but noted that the child's speech difficulties interfered with this goal. Chinese-English speaking families felt they can overcome limitations resulting from lower English language proficiency, but still find difficulties in obtaining resources because of the Western expectations of advocacy. Additionally, service providers' lack of responsiveness related to family goals could prevent families in obtaining AAC resources. CONCLUSIONS The findings suggest the need for family-centered services with cultural sensitivity and humility for those serving Chinese-English speaking families with children who use AAC. Additionally, involving family members beyond the mother within services may improve both family functioning and child communication.
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Affiliation(s)
- Tiantian Sun
- Department of Human Development and Family Studies, Michigan State University, United States.
| | - Ryan P Bowles
- Department of Human Development and Family Studies, Michigan State University, United States
| | - Sarah N Douglas
- Department of Human Development and Family Studies, Michigan State University, United States
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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.
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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
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Bowman-Perrott L, Gilson C, Boon RT, Ingles KE. Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Dev Neurorehabil 2023; 26:134-154. [PMID: 36892164 DOI: 10.1080/17518423.2023.2169878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/10/2023]
Abstract
Peer-mediated interventions (PMIs) have been firmly established as evidence-based approaches for facilitating peer relationships among students with and without disabilities. We conducted a review of reviews evaluating PMI studies to support social skills and positive behavioral outcomes for children, adolescents, and young adults with intellectual and developmental disabilities (IDD). A total of 4,254 individuals with IDD were participants across 43 reviews of the literature, reflecting 357 unique studies. This review includes coding related to participant demographic information, intervention characteristics, implementation fidelity, social validity, and social outcomes addressed by PMIs across reviews. Our findings suggest that PMIs yield positive social and behavioral outcomes for individuals with IDD, mostly in the areas of peer engagement and initiating social interactions. Specific skills, motor behaviors, and challenging as well as prosocial behaviors were less likely to be examined across studies. Implications for research and practice to support the implementation of PMIs will be discussed.
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Affiliation(s)
- Lisa Bowman-Perrott
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Carly Gilson
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Richard T Boon
- Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio San Antonio, TX, USA
| | - Kristina E Ingles
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
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Hacker RE, Meadan H, Terol AK. Siblings Supporting the Social Interactions of Children Who Use Augmentative and Alternative Communication. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:201-215. [PMID: 36548981 DOI: 10.1044/2022_ajslp-22-00072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE The purpose of this study was to examine the effectiveness of a training and coaching program aimed to increase the use of the aided language modeling (ALM) strategy by siblings to support the social interactions of children with disabilities who use augmentative and alternative communication (AAC) in the natural environment. METHOD A single-case, multiple-probe design that included a training and coaching intervention was implemented to teach four typically developing siblings to use the ALM strategy with high fidelity with their sibling who used AAC. In addition, a second research question investigated the rate at which siblings used the ALM strategy with the child. RESULTS Results revealed that the sibling training and coaching was (a) effective in increasing high fidelity of the siblings' implementation of the ALM strategy and (b) participants and family members found the intervention to be impactful and meaningful. CONCLUSIONS The changes observed throughout this study demonstrate the need for more sibling- and family-centered training to increase the use of AAC in the natural environment. Families were satisfied with the goals, procedures, and outcomes; however, they also expressed their need for additional support.
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Affiliation(s)
- Rebecca E Hacker
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
| | - Hedda Meadan
- Department of Special Education, University of Illinois Urbana-Champaign, Champaign
| | - Adriana Kaori Terol
- Department of Special Education, University of Illinois Urbana-Champaign, Champaign
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King G, Smart E, Bowman L, Pinto M. Social participation interventions targeting relational outcomes for young people with physical and developmental disabilities: an umbrella review and narrative synthesis. Disabil Rehabil 2022:1-14. [PMID: 35695048 DOI: 10.1080/09638288.2022.2085332] [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: 11/03/2022]
Abstract
Purpose: To synthesize knowledge about social participation interventions targeting relational outcomes for young people with physical and developmental disabilities.Method: An umbrella review with a narrative synthesis was conducted to integrate findings of review articles examining social participation interventions targeting relational outcomes (e.g., peer interaction and friendships). Six databases were searched to identify reviews published between 2010 and 2021.Results: Five reviews were identified, examining participation interventions, social/community integration interventions, recreational sport programs, online peer mentorship programs, and augmentative and alternative communication interventions to promote social interaction with peers. Interventions associated with improvements in relational outcomes included group-based programs, programs involving personalized goals, arts-based programs, and multi-component social communication interventions. Recommendations for future research included better description of interventions to identify active ingredients and key mechanisms, measurement of participants' experiences, and the need for interventions to be aligned with the nature of the outcomes examined. Preliminary intervention principles are proposed to guide the design of social participation interventions: individualizing, contextualizing, and immersion in social settings.Conclusions: There are multiple pathways by which to influence the relational outcomes of young people with disabilities. There are implications for the design of social participation interventions based on an ecological/experiential and relational perspective.IMPLICATIONS FOR REHABILITATIONImprovements in relational outcomes are associated with participation in group-based programs, programs involving personalized goals, arts-based programs, and multi-component social communication interventions.Three evidence-informed principles can help guide the design of social participation interventions: (1) personalizing, (2) contextualizing, and (3) immersion in social settings.Greater attention to aligning the nature of intervention with desired outcomes is needed to more effectively measure and promote relational outcomes.
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Affiliation(s)
- Gillian King
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Eric Smart
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada.,Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Laura Bowman
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada.,Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Madhu Pinto
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
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Ganz JB, Pustejovsky JE, Reichle J, Vannest KJ, Foster M, Haas AN, Pierson LM, Wattanawongwan S, Bernal A, Chen M, Skov R, Smith SD. Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: a Single-Case Design Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00314-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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12
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Boster JB, McCarthy JW, Benigno JP, Ottley J, Spitzley AM, Montgomery J. Increasing reciprocal social interactions using collaborative art activities: An intervention for children with complex communication needs and their peers. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 24:145-155. [PMID: 34433337 DOI: 10.1080/17549507.2021.1965217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose: Children with complex communication needs who require augmentative and alternative communication (AAC) strategies to communicate have difficulty participating in interactions with their peers. Integrating a collaborative learning framework with art activities may facilitate social interactions between children with complex communication needs and their peers.Method: A single-subject withdrawal design was utilised to examine the impact of collaborative art activities on reciprocal social interactions between 2 dyads of participants with complex communication needs and their same-age peers. Additional dependent variables included the roles of participants with complex communication needs in interactions (initiator or responder), AAC modalities (unaided, aided, natural speech), and engagement.Result:Tau-U calculations for Dyad 1 demonstrated 64% improvement from baseline, indicating moderate effects with the collaborative art activity (Intervention One) and 100% improvement, indicating strong effects following the activity enhanced with photography (Intervention Two). Dyad 2 demonstrated 100% improvement from baseline following Intervention One and 96% improvement following Intervention Two, indicating strong effects.Conclusion: Both collaborative art activities demonstrated potential for facilitating social interactions for children with complex communication needs and their peers.
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Affiliation(s)
- Jamie B Boster
- Department of Clinical Therapies, Nationwide Children's Hospital, Columbus, OH, USA
| | - John W McCarthy
- Department of Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Joann P Benigno
- Department of Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Jennifer Ottley
- Department of Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Alyson M Spitzley
- Department of Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - James Montgomery
- Department of Communication Sciences and Disorders, Ohio University, Athens, OH, USA
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McCarty TV, Light JC. Supporting Peer Interactions for Students with Complex Communication Needs in Inclusive Settings: Paraeducator Roles. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2022; 7:229-244. [PMID: 35722633 PMCID: PMC9201695 DOI: 10.1044/2021_persp-21-00141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This clinical focus article presents a review of literature supporting the importance of fostering positive peer interactions for students with complex communication needs. A resulting template is included to help guide educational teams, including speech-language pathologists (SLPs), in planning for paraeducator training specific to supporting peer interactions for children with CCN. This article summarizes the current literature available on inclusion and peer relationships for students with CCN in general education classrooms, and paraeducator roles and training. The World Health Organization (WHO) International Classification for Functioning, Disability and Health Children and Youth (ICF-CY) framework was consulted to help establish considerations relevant to paraeducator training. With many demands on the time of SLPs throughout the school day, paraeducators may offer an often untapped resource to help support positive peer relationships for students with CCN. CONCLUSIONS This article provides an overview of challenges that may impede positive peer relationships from developing in inclusive classroom settings, including ones related to: (1) the student with CCN, (2) the peers, (3) the AAC systems, or (4) the environment. The readers will be provided with a template to guide educational teams and SLPs in collaborating with paraeducators to foster positive peer interactions, including the following steps: (1) define goals for the student with CCN and determine supports required from paraeducators; (2) determine content of training for paraeducators; (3) choose an effective instructional approach; (4) establish a feasible training format; (5) implement the paraeducator training and evaluate outcomes to ensure benefits for students with CCN and their peers.
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Affiliation(s)
- Tara V McCarty
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA
| | - Janice C Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA
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14
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Quinn ED, Cook A, Wiedrick J, Rowland C. An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs. Lang Speech Hear Serv Sch 2021; 52:1080-1094. [PMID: 34623905 PMCID: PMC8711710 DOI: 10.1044/2021_lshss-20-00154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 03/05/2021] [Accepted: 07/17/2021] [Indexed: 11/09/2022] Open
Abstract
Purpose The goal of this study was to investigate the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals teaching students with complex communication needs. Method A one-group pretest-posttest design was employed with 102 educational professionals and their students with complex communication needs. Students (M age = 12.5 years, SD = 4.8 years) had severe expressive communication impairments characterized by an expressive vocabulary of < 10 words. The online CMPDP included webinars, coursework, and engagement with an online community of practice. We examined the students' expressive communication skills measured by the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide before and after their teachers and speech-language pathologists participated in the intervention. Results Students showed small but significant increases on the Communication Matrix Assessment. The average increase in scores was 10.6, z = 5.37, 95% confidence interval (CI; [6.65, 14.54]), Glass's delta = 0.37. The mean gain in scores for IEP quality was not significant (0.82, z = 2.43, 95% CI [0.14, 1.49], Glass's delta = 0.28). Conclusions Results demonstrate the initial feasibility of the CMPDP for educational professionals and their students with complex communication needs. Findings must be interpreted cautiously as the study design has methodological limitations including lack of a control condition and a potential for correlated measurement error and demand characteristics. Supplemental Material https://doi.org/10.23641/asha.16734553.
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Affiliation(s)
- Emily D. Quinn
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Alexandria Cook
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Jack Wiedrick
- Biostatistics & Design Program, OHSU-PSU School of Public Health, Oregon Health & Science University, Portland
| | - Charity Rowland
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
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Harper-Hill K, Trembath D, Clark M, Bruck S, Saggers B. Meeting the communication needs of students on the autism spectrum in Australian classrooms: Adjustments reported by educators and specialists. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 23:191-200. [PMID: 32408774 DOI: 10.1080/17549507.2020.1758786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE The purpose of this study was to examine educators' and specialists' provision of communication adjustments for students on the autism spectrum in mainstream and supported education settings. METHOD Secondary analysis of data collected from educators and specialists in the Australian Autism Educational Needs Analysis was undertaken. Thematic analysis of adjustment descriptions identified 11 categories. The use of the 11 specific adjustment categories with reference to (a) participant group (educator versus specialists), and (b) setting (mainstream versus supported) were described and associations investigated using Chi-square analyses. RESULT Only 32% of the 381 educators and specialists reported using adjustments. Of the adjustments reported, those categorised as "Multimodal Communication", "Structured Teaching", and "Assistive Technology" were frequently included by both groups. Significant associations were apparent between groups and the use of specific adjustments including naturalistic communication strategies. Significant differences were evident in the proportion of specific adjustments used by participants in supported as opposed to mainstream settings. CONCLUSION Possible reasons for the differences in the adjustments reported by educators and specialists and the role that setting may play in these are discussed. These include resourcing, the choice of adjustment being driven by school setting rather than student need, and possible differences between professionals in describing the adjustments made.
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Affiliation(s)
- Keely Harper-Hill
- Co-operative Research Centre for Living with Autism (Autism CRC), Brisbane, Australia
- Office of Education Research, Queensland University of Technology, Brisbane, Australia
| | - David Trembath
- Co-operative Research Centre for Living with Autism (Autism CRC), Brisbane, Australia
- School of Allied Health Sciences, Griffith University, Gold Coast, Australia
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
| | - Megan Clark
- Autism Centre of Excellence, Griffith University, Brisbane, Australia
| | - Susan Bruck
- Co-operative Research Centre for Living with Autism (Autism CRC), Brisbane, Australia
- Autism Spectrum Australia, Sydney, Australia
- School of Medicine, Griffith University, Gold Coast, Australia; and
| | - Beth Saggers
- Co-operative Research Centre for Living with Autism (Autism CRC), Brisbane, Australia
- School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
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Crowe B, Machalicek W, Wei Q, Drew C, Ganz J. Augmentative and Alternative Communication for Children with Intellectual and Developmental Disability: A Mega-Review of the Literature. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2021; 34:1-42. [PMID: 33814873 PMCID: PMC8009928 DOI: 10.1007/s10882-021-09790-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/11/2021] [Indexed: 05/06/2023]
Abstract
Establishing evidence- and research-based practices relies upon research synthesis of individual studies in reviews and meta analyses. Further summarizing scientific evidence about a specific topic by synthesizing reviews is an area of need to determine practices that have a strong evidence base and to identify areas of methodological weakness and gaps in the literature. A mega-review of literature reviews, systematic reviews, and meta-analyses on interventions using aided augmentative and alternative communication (AAC) interventions for children with intellectual and developmental disabilities from 2000 to mid-2020 was conducted. Participant and interventionist demographics, interventions, settings, outcomes, and recommendations of each review were reported and summarized. A MeaSurement Tool to Assess systematic Reviews Revised (AMSTAR 2; Shea et al., 2017) was used to examine the methodological rigor of 84 included reviews. Over the past 20 years, published reviews have increased slightly in methodological rigor but demonstrate a number of methodological weaknesses that detract from the strength of evidence for AAC interventions with this population. Suggestions for improving the methodological rigor of literature reviews and areas for future research specific to AAC interventions are discussed.
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Affiliation(s)
- Becky Crowe
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Wendy Machalicek
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Qi Wei
- Department of Special Education and Clinical Sciences, University of Oregon, 1589 E 15th Street, Eugene, OR 97403 USA
| | - Christine Drew
- Department of Special Education, Rehabilitation and Counseling, Auburn University, Auburn, AL USA
| | - Jay Ganz
- Department of Special Education and Educational Psychology, Texas A&M University, College Station, TX USA
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Boster JB, Spitzley AM, Castle TW, Jewell AR, Corso CL, McCarthy JW. Music Improves Social and Participation Outcomes for Individuals With Communication Disorders: A Systematic Review. J Music Ther 2021; 58:12-42. [PMID: 32978945 DOI: 10.1093/jmt/thaa015] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
There is increasing interest in exploring the benefits of music in rehabilitation settings. In the field of speech-language pathology, an ultimate goal for individuals with communication disorders is to foster participation across multiple contexts. The goal of this systematic review was to explore social and participation outcomes for individuals with communication disorders who received arts-based interventions. A systematic search of the literature yielded 86 studies, which were coded and summarized in terms of participants, arts-based intervention, social and participation variables, outcome, and quality of evidence. The majority of identified studies (N = 71) utilized music. Results indicated that music-based interventions can improve social and participation outcomes, such as frequency of responses, initiation of communication, turn-taking, joint attention, and group participation for children and adults with autism spectrum disorder and developmental and acquired communication disorders; however, future research is needed to expand the use of varied arts-based interventions targeting a larger breadth of social and participation outcomes.
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18
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Hajjar DJ, McCarthy JW, Benigno JP, Montgomery J, Chabot J. Effect of online instruction on volunteers who support people with complex communication needs in active recreation. Augment Altern Commun 2020; 36:214-225. [PMID: 33356614 DOI: 10.1080/07434618.2020.1845235] [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: 10/22/2022] Open
Abstract
This study was conducted to teach and evaluate the effectiveness of an online training called The CAPTURE & Share program. The program was taught using online instruction in an asynchronous manner with six volunteers who facilitate recreational participation for individuals with complex communication needs. The online training focused on teaching volunteers how to support opportunities for individuals to capture photos and videos from recreation and then share them across their social networks. The first aim of the study was to teach the volunteers about implementation and use of the 8-step CAPTURE & Share program while the second aim was to evaluate the programs' overall effectiveness. Two multiple baselines designs across three participants each were used to evaluate the volunteers' written responses to probes delivered during baseline, intervention, maintenance, and generalization phases. Additionally, social validation data were collected. Results indicated that volunteers were not only successful in learning the program, but were also highly satisfied with the online training methods. Implications for using online instruction are discussed for speech-language pathologists, caregivers, individuals with complex communication needs, and recreational professionals.
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Affiliation(s)
- David J Hajjar
- Ithaca College, Speech-Language Pathology and Audiology, School of Health Sciences and Human Performance, Ithaca, NY, USA
| | - John Walter McCarthy
- Ohio University Communication Sciences and Disorders, College of Health Sciences and Professions, Ohio University, Athens, OH, USA
| | - Joann Paula Benigno
- Ohio University Communication Sciences and Disorders, College of Health Sciences and Professions, Ohio University, Athens, OH, USA
| | - James Montgomery
- Ohio University Communication Sciences and Disorders, College of Health Sciences and Professions, Ohio University, Athens, OH, USA
| | - Jenny Chabot
- Department of Social and Public Health, Child and Family Studies, Ohio University, Athens, OH, USA
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Heyman N. Identifying features of apps to support using evidence-based language intervention with children. Assist Technol 2020; 32:306-316. [PMID: 30570449 DOI: 10.1080/10400435.2018.1553078] [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: 10/27/2022] Open
Abstract
This study investigated the features of apps that speech-language pathologists (SLPs) deem to be beneficial for language intervention with children. The study employed an explanatory, sequential mixed-method approach. A self-developed online survey was distributed to SLPs (n = 338) who use apps. This was followed by a semi-structured interview with some participants (n = 16) in order to obtain further insights from the survey. The findings indicated that SLPs view apps as an engaging and motivating tool for therapy to facilitate their intervention goals. Specific content and design features of apps may support effective language intervention. However, these features need to be carefully evaluated in terms of the underlying principles of language intervention, multimedia learning, and learning. In addition, features of apps that may impede effective intervention must also be considered. The findings from the study highlight the need for SLPs to engage more deeply with the theory underlying multimedia learning and identify the active ingredients used in treatment. This information can be used to contribute to evidence-based practice when using apps for intervention. A feature-matching checklist was developed in order to guide SLPs in selecting apps based on the features of the app to facilitate language intervention.
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Affiliation(s)
- Nikki Heyman
- Faculty of Humanities, Department of Speech Pathology and Audiology, University of the Witwatersrand , Johannesburg, South Africa
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20
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Schladant M, Dowling M. Parent Perspectives on Augmentative and Alternative Communication Integration for Children With Fragile X Syndrome: It Starts in the Home. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 58:409-421. [PMID: 33032315 DOI: 10.1352/1934-9556-58.5.409] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2017] [Accepted: 04/29/2019] [Indexed: 06/11/2023]
Abstract
Many children with fragile X syndrome (FXS) have complex communication needs and may benefit from augmentative and alternative communication (AAC). This qualitative study explored how four mother-child dyads used AAC in the home. Data were collected using participant observations, open-ended interviews, and record reviews, and analyzed using grounded theory methods. Findings revealed that mothers found AAC to be a useful tool for addressing their children's complex communication needs, but practical and personal factors impacted its use in the home. This study sheds light on how mothers of children with FXS view and utilize AAC as a way to promote communication at home. Understanding parental perspectives can help to guide professionals in planning appropriate AAC interventions specific to FXS.
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Affiliation(s)
| | - Monica Dowling
- Michelle Schladant and Monica Dowling, University of Miami, FL
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21
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Noyek S, Vowles C, Batorowicz B, Davies C, Fayed N. Direct assessment of emotional well-being from children with severe motor and communication impairment: a systematic review. Disabil Rehabil Assist Technol 2020; 17:501-514. [PMID: 32878502 DOI: 10.1080/17483107.2020.1810334] [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: 10/23/2022]
Abstract
PURPOSE Explore methods used in peer-reviewed literature for obtaining self-expression of well-being information from children with severe motor and communication impairment (SMCI). MATERIALS AND METHODS A comprehensive search was conducted on 22 August 2019 through academic databases: CINAHL; Embase; MEDLINE; PsycINFO; InSpec; Compendex. Search strategies were informed by keywords under the following areas: (1) population: children with SMCI, (2) assessment methods: alternative to natural speech, paper and pencil report or standardized keyboard use (e.g., eye gaze) and (3) target information: well-being (e.g., quality of life). Studies were excluded if they focused on individuals over 25-years old, exclusively autism or typically developing children. RESULTS Non-duplicate studies of 10,986 were screened; 49 studies met inclusion criteria. Most studies used high-tech methods of self-expression in a single context (n = 17). Familiar partners play a significant role in self-expression; 18 studies required a familiar partner for children with SMCI to self-express. Thirty-five studies involved children self-expressing to solely adults, in comparison to 14 studies which involved peers. CONCLUSION Findings highlight the advancement of high-tech communication devices restricted to application in single contexts. Familiar partner knowledge of children with SMCI has the potential to be shared with others (e.g., respite care providers), enhancing both caregiver and child well-being. Future research that would enhance the literature could explore the assessment of emotional well-being for application in various contexts using multimodal methods. Opportunities for children with SMCI to express their emotional well-being can further influence the understanding and enhancement of participation, social connections, and experiences.IMPLICATIONS FOR REHABILITATIONUse of lower tech methods of self-expression to obtain information directly from children with severe motor and communication impairment (SMCI) remain more feasible in home and school contexts.By utilizing familiar partners' experiences and knowledge of the child, respite care providers, novel support workers, and others involved in the lives of children with SMCI can become further informed.Current high-tech methods for obtaining the emotional expressions of children with SMCI may benefit from incorporating multimodal approaches including lower tech methods, to be feasibly applied in real world contexts where well-being takes place.Further research on this topic is imperative to enable children with SMCI to self-express their emotional well-being which can enhance participation, activities, social connections, and experiences.
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Affiliation(s)
- Samantha Noyek
- School of Rehabilitation Therapy, Queen's University, Kingston, Canada
| | - Caryn Vowles
- Department of Mechanical and Materials Engineering, Queen's University, Kingston, Canada
| | - Beata Batorowicz
- School of Rehabilitation Therapy, Queen's University, Kingston, Canada
| | - Claire Davies
- Department of Mechanical and Materials Engineering, Queen's University, Kingston, Canada
| | - Nora Fayed
- School of Rehabilitation Therapy, Queen's University, Kingston, Canada
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22
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Systematic Review of Peer-Mediated Intervention for Children with Autism Who Are Minimally Verbal. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00201-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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23
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Babb S, McNaughton D, Light J, Caron J, Wydner K, Jung S. Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augment Altern Commun 2020; 36:31-42. [DOI: 10.1080/07434618.2020.1737966] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Affiliation(s)
- Salena Babb
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - David McNaughton
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Jessica Caron
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Kirk Wydner
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Sojung Jung
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
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24
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Novak I, Morgan C, Fahey M, Finch-Edmondson M, Galea C, Hines A, Langdon K, Namara MM, Paton MC, Popat H, Shore B, Khamis A, Stanton E, Finemore OP, Tricks A, Te Velde A, Dark L, Morton N, Badawi N. State of the Evidence Traffic Lights 2019: Systematic Review of Interventions for Preventing and Treating Children with Cerebral Palsy. Curr Neurol Neurosci Rep 2020; 20:3. [PMID: 32086598 PMCID: PMC7035308 DOI: 10.1007/s11910-020-1022-z] [Citation(s) in RCA: 446] [Impact Index Per Article: 111.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
PURPOSE OF REVIEW Cerebral palsy is the most common physical disability of childhood, but the rate is falling, and severity is lessening. We conducted a systematic overview of best available evidence (2012-2019), appraising evidence using GRADE and the Evidence Alert Traffic Light System and then aggregated the new findings with our previous 2013 findings. This article summarizes the best available evidence interventions for preventing and managing cerebral palsy in 2019. RECENT FINDINGS Effective prevention strategies include antenatal corticosteroids, magnesium sulfate, caffeine, and neonatal hypothermia. Effective allied health interventions include acceptance and commitment therapy, action observations, bimanual training, casting, constraint-induced movement therapy, environmental enrichment, fitness training, goal-directed training, hippotherapy, home programs, literacy interventions, mobility training, oral sensorimotor, oral sensorimotor plus electrical stimulation, pressure care, stepping stones triple P, strength training, task-specific training, treadmill training, partial body weight support treadmill training, and weight-bearing. Effective medical and surgical interventions include anti-convulsants, bisphosphonates, botulinum toxin, botulinum toxin plus occupational therapy, botulinum toxin plus casting, diazepam, dentistry, hip surveillance, intrathecal baclofen, scoliosis correction, selective dorsal rhizotomy, and umbilical cord blood cell therapy. We have provided guidance about what works and what does not to inform decision-making, and highlighted areas for more research.
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Affiliation(s)
- Iona Novak
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia.
| | - Catherine Morgan
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Michael Fahey
- Department of Paediatric Neurology, Monash Health, Clayton, Victoria, Australia
- Department of Paediatrics, Monash University, Clayton, Victoria, Australia
| | - Megan Finch-Edmondson
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Claire Galea
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
- Grace Centre for Newborn Care, Children's Hospital at Westmead, Westmead, New South Wales, Australia
| | - Ashleigh Hines
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Katherine Langdon
- Department of Paediatric Rehabilitation, Kids Rehab WA, Perth Children's Hospital, Perth, Australia
| | - Maria Mc Namara
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Madison Cb Paton
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Himanshu Popat
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
- Grace Centre for Newborn Care, Children's Hospital at Westmead, Westmead, New South Wales, Australia
| | - Benjamin Shore
- Department of Orthopedic Surgery, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
| | - Amanda Khamis
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Emma Stanton
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Olivia P Finemore
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Alice Tricks
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Anna Te Velde
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
| | - Leigha Dark
- Allied and Public Helath, Faculty of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
| | - Natalie Morton
- Allied and Public Helath, Faculty of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
- School of Allied Health, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Nadia Badawi
- Cerebral Palsy Alliance Research Institute, Discipline of Child & Adolescent Health, Faculty of Medicine & Health, The University of Sydney, PO Box 6427, Frenchs Forest, Sydney, NSW, 2086, Australia
- Grace Centre for Newborn Care, Children's Hospital at Westmead, Westmead, New South Wales, Australia
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Quinn ED, Kaiser AP, Ledford JR. Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:80-100. [PMID: 31697898 PMCID: PMC8645247 DOI: 10.1044/2019_ajslp-19-0017] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Revised: 05/02/2019] [Accepted: 08/01/2019] [Indexed: 05/10/2023]
Abstract
Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 (M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt (Binger, Kent-Walsh, Ewing, & Taylor, 2010) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538.
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Affiliation(s)
- Emily D. Quinn
- Department of Pediatrics, Oregon Health & Science University, Portland
| | - Ann P. Kaiser
- Department of Special Education, Vanderbilt University, Nashville, TN
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26
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Bourque KS, Goldstein H. Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:190-205. [PMID: 31855609 PMCID: PMC7213477 DOI: 10.1044/2019_jslhr-19-00202] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Revised: 08/01/2019] [Accepted: 09/12/2019] [Indexed: 06/10/2023]
Abstract
Purpose This study reports a secondary analysis of the nature of communicative functions and modalities used in initiations and responses of minimally verbal preschoolers with severe autism spectrum disorder (ASD) from a previously published study (Thiemann-Bourque, Feldmiller, Hoffman, & Johner, 2018). This analysis focused on the final cohort (n = 6) from a group design study (N = 45) that examined a peer mediation and speech-generating device (SGD) intervention compared to an SGD-only condition. Method After teaching peers to use an iPad as an SGD within a modified stay-play-talk approach, school staff implemented SGD instruction in child-peer dyads during typical preschool activities. To investigate individual differences among children who demonstrated increased communication acts in the peer + SGD condition, changes in reciprocity, modalities used, and communicative functions were examined using a multiple-baseline design across children. Fidelity of implementation and social validity data were also collected. Results Six children with ASD and their peers demonstrated more balanced reciprocity, with individual differences in how and why children communicated during exchanges. That is, all children with ASD increased in SGD use as their primary communication mode; 3 children used different modalities including more speech, and 3 children used primarily gestures and SGD. The most frequent function expressed was requests for objects. More modest increases were observed in comments and requests for actions, with negligible changes in gaining attention. Social validity reports by naïve judges reflected clear improvements in communication interactions. Conclusion Findings are promising for a preschool SGD intervention that can expand children's modalities and communicative functions to engage in balanced exchanges with peer partners. Supplemental Material https://doi.org/10.23641/asha.11374203.
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Affiliation(s)
- Kathy S. Bourque
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
| | - Howard Goldstein
- College of Behavioral and Community Sciences, University of South Florida, Tampa
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27
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Laubscher E, Light J, McNaughton D. Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer. Augment Altern Commun 2019; 35:299-308. [DOI: 10.1080/07434618.2019.1699160] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Emily Laubscher
- Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - David McNaughton
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
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28
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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
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29
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Smith M, Hemsley B. Reflections on a special issue: motivations to encourage intervention designs. Augment Altern Commun 2018; 34:255-257. [PMID: 30369256 DOI: 10.1080/07434618.2018.1525764] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
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30
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Thiemann-Bourque K, Feldmiller S, Hoffman L, Johner S. Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:2045-2061. [PMID: 30054629 PMCID: PMC6198922 DOI: 10.1044/2018_jslhr-l-17-0424] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Revised: 01/10/2018] [Accepted: 04/10/2018] [Indexed: 05/25/2023]
Abstract
Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.
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Augmentative and Alternative Communication – Scoping Review / Unterstützte Kommunikation – Scoping Review. INTERNATIONAL JOURNAL OF HEALTH PROFESSIONS 2018. [DOI: 10.2478/ijhp-2018-0010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Introduction
The effective use of Augmentative and Alternative Communication is challenging, not only for persons with complex communication needs, but also for their significant others. There is a need, therefore, for interprofessional collaboration in order to effectively assess, provide, and evaluate services.
Aim
The aim of this scoping review was to summarize current evidence in the field of Augmentative and Alternative Communication and reveal the demands for further research.
Method
We searched in the electronic databases Pubmed, AMED, and CINAHL using following keywords child*, disability, cerebral palsy, augmentative and alternative communication, intervention, and therapy to identify relevant literature. We summarised the content of the included studies.
Results
We included 16 literature reviews and 36 studies in this review. The 36 studies included 11 intervention studies, 20 descriptive studies, two experimental studies, and three studies evaluating assessments. Most of the studies were focussing on children with cerebral palsy and autism in the contexts of home, hospital, and primary school. There were no intervention studies, focusing on secondary and/or tertiary level of education or work. Moreover, we have not found any evidence from German speaking Europe.
Conclusion
In order to support the use of Augmentative and Alternative Communication and to enable participation of persons with complex communication needs, various endeavours are needed: in the practice of care settings interprofessional collaboration is required. Further research is needed in order to evaluate the effectiveness of interventions, focussing on youth and the contexts of secondary and/or tertiary education or work, or on assessments.
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Soto G, Clarke MT. Conversation-based intervention for adolescents using augmentative and alternative communication. Augment Altern Commun 2018; 34:180-193. [PMID: 30043650 DOI: 10.1080/07434618.2018.1490926] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
This study evaluated the effects of a conversation-based intervention on the use of verbs, personal pronouns, bound morphemes and spontaneous clauses in adolescents with cerebral palsy who use augmentative and alternative communication (AAC). Four teenage girls aged from 14 to 18 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant in the context of a personal collage-building activity. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT™) . While the results are mixed, all four participants increased their use of at least one linguistic target, three increased their use of verbs and grammatically correct spontaneous clauses, two increased their use of personal pronouns, and one produced more bound morphemes during intervention than in baseline. These findings, and future research needs, are discussed.
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Affiliation(s)
- Gloria Soto
- a Department of Special Education and Communication Disorders , San Francisco State University , San Francisco , CA , USA
| | - Michael T Clarke
- b Research Department of Language and Cognition , University College London , London , UK
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Kent-Walsh J, Binger C. Methodological advances, opportunities, and challenges in AAC research. Augment Altern Commun 2018; 34:93-103. [DOI: 10.1080/07434618.2018.1456560] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Affiliation(s)
- Jennifer Kent-Walsh
- School of Communication Sciences and Disorders, University of Central Florida, Orlando, FL, USA
| | - Cathy Binger
- Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
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Therrien MCS, Light JC. Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:207-221. [PMID: 29383382 DOI: 10.1044/2017_ajslp-17-0104] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2017] [Accepted: 10/03/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This study investigates the impact of a multicomponent intervention on the social communication and engagement of preschool children with complex communication needs (CCN) and autism spectrum disorder (ASD) and peers without disabilities. METHOD Five dyads of children participated in this research. A multiple probe design across dyads was used to evaluate the effects of intervention on the frequency of communicative turns expressed by children with CCN and ASD in interactions with peers. Frequency of peer turns, percentage of turns taken by peers, and joint engagement were investigated to assess the quality of the interaction. The intervention included (a) provision of a communication app on an Apple iPad Air 2 and (b) dyadic turn-taking training. RESULTS Four of the 5 participants with CCN completed training and increased independent communicative turn-taking with peers. The 5th participant showed increased turn-taking during training but little change in independent turn-taking. All peers took more turns in intervention than in baseline, with no negative impact on the turn balance between participants. Average joint engagement increased for all dyads, although session-to-session variability was high. CONCLUSION The results from this study provide support for the use of this intervention to promote peer interaction for children with CCN and ASD. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.5829678.
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Affiliation(s)
- Michelle C S Therrien
- Department of Communication Sciences and Disorders, The Pennsylvania State University, State College
- School of Communication Science & Disorders, Florida State University, Tallahassee
| | - Janice C Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, State College
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Holmqvist E, Thunberg G, Peny Dahlstrand M. Gaze-controlled communication technology for children with severe multiple disabilities: Parents and professionals' perception of gains, obstacles, and prerequisites. Assist Technol 2017; 30:201-208. [PMID: 28471273 DOI: 10.1080/10400435.2017.1307882] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
The aim of this study was to explore parents' and professionals' thoughts of how a gaze-controlled computer can be beneficial to children with severe multiple disabilities. All systems were provided primarily for symbol-based communication, but were also used for other purposes such as play, leisure and school activities. A further aim was to investigate factors affecting usability, specifically for communication. The study used a qualitative approach, involving content analysis of semistructured interviews with the children's key persons (N = 11). The analysis yielded three categories and twelve subcategories. There were gains for the children in terms of empowerment, social interaction, learning opportunities and efficient computer use. Inaccessibility, liability issues and technical failure were seen as obstacles, while the prerequisites included time, collaboration, stimulating content, know-how and opportunities. To sum up, this study suggests that gaze-controlled technology can provide children who have multiple disabilities involving severe motor dysfunction and communicative and cognitive problems with new opportunities to communicate, interact and perform activities independently, as long as conditions are right.
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Affiliation(s)
- Eva Holmqvist
- a Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy at the University of Gothenburg , Gothenburg , Göteborg, Sweden.,b Dart Centre for AAC and AT , Sahlgrenska University Hospital , Gothenburg , Sweden
| | - Gunilla Thunberg
- b Dart Centre for AAC and AT , Sahlgrenska University Hospital , Gothenburg , Sweden
| | - Marie Peny Dahlstrand
- a Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy at the University of Gothenburg , Gothenburg , Göteborg, Sweden.,c Regional Habilitation Centre , Sahlgrenska University Hospital , Gothenburg , Sweden
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Therrien MCS, Light J. Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augment Altern Commun 2016; 32:163-74. [PMID: 27414808 DOI: 10.1080/07434618.2016.1205133] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Abstract
Social interaction is one of the key components of education, yet children with complex communication needs often face social isolation in the classroom, rarely interacting with same-age peers. This study investigated the impact of the provision of an iPad(®) (1) with an AAC app with visual scene displays and a dyadic turn taking training on the number of communicative turns taken by children with complex communication needs in interaction with same-age peers. Two preschool children with complex communication needs and six peers without disabilities participated in this research. A single-subject, multiple probe across partners design with one replication was used to evaluate the effectiveness of the intervention on the frequency of communicative turns expressed by the children with complex communication needs. Parents, teachers, speech-language pathologists, and the children participated in social validation measures. As a result of intervention, Participant 1 showed immediate gains in the frequency of symbolic communicative turns after the first training session across all three partners (average gains of 30-46 symbolic communicative turns per 10-min session across peer partners). Participant 2 showed some initial gains, but they were not maintained over time (average gains of 11-24 turns across partners). Classroom implications and future research directions are discussed.
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Affiliation(s)
- Michelle C S Therrien
- a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA
| | - Janice Light
- a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA
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