The Fruitfulness of a Nomothetic Approach to Investigating AAC

2003 ◽  
Vol 12 (1) ◽  
pp. 110-120 ◽  
Author(s):  
Dave D. Hochstein ◽  
Mark A. McDaniel ◽  
Sandra Nettleton ◽  
Katherine Hannah Neufeld
Keyword(s):  
Augmentative And Alternative Communication ◽  
Group Performance ◽  
Clinical Implications ◽  
Research Approach ◽  
Alternative Communication ◽  
Disability Status ◽  
Initial Basis ◽  
Nomothetic Approach ◽  
Abstract Words ◽  
Impaired Children

The observation that typical users of augmentative and alternative communication (AAC) systems vary widely in their characteristics raises issues about the utility of a nomothetic approach for investigating and evaluating important variables, as well as about the value of studying children without disabilities to contribute to the understanding of AAC systems. To provide an initial basis for examining the fruitfulness of the nomothetic approach, the effects of 2 fundamental variables, number of display levels (single vs. dual) and vocabulary abstractness (concrete vs. abstract words), on vocabulary acquisition were examined for children without disabilities and for speech impaired children with cerebral palsy (CP). Children demonstrated the same pattern of acquisition, regardless of disability status. Both groups of children made more errors on the dual-level display than on the single-level display and made more abstract errors than concrete errors. Importantly, the performance of individuals consistently conformed to group performance. These findings suggest that a nomothetic research approach that includes results of children without disabilities can usefully illuminate consequences of important variables in AAC systems. Clinical implications based on these findings were also discussed.

Providing Augmentative and Alternative Communication Treatment to Persons With Progressive Nonfluent Aphasia

2010 ◽  
Vol 20 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Melanie Fried-Oken ◽  
Charity Rowland ◽  
Chris Gibbons
Keyword(s):  
Augmentative And Alternative Communication ◽  
Clinical Implications ◽  
Disease Course ◽  
Alternative Communication ◽  
Future Directions ◽  
Verbal Expression ◽  
Nonfluent Aphasia ◽  
Oregon Health ◽  
And Training ◽  
Progressive Nonfluent Aphasia

Abstract Augmentative and alternative communication (AAC) intervention offers people diagnosed with progressive nonfluent aphasia (PNFA) an opportunity to continue to communicate even as verbal expression declines. To date, there are no well-controlled studies reporting the effectiveness of AAC intervention with people who present with PNFA. Further, there is a pressing need for evidence about specific AAC intervention tools, techniques, and training protocols for persons with PNFA and their communication partners. We have engaged in research studies at the Oregon Health & Science University to quantify low-tech AAC supports for people with PNFA in highly controlled, as well as naturalistic, dyadic conversations. Preliminary results suggest that AAC provides strong lexical support for people with PNFA during conversation. We predict that training participants and their partners how to use personalized, low-tech communication boards will lead to reduced conversational scaffolding by partners and prolonged effective communication as the disease course progresses. Clinical implications and future directions of our research are discussed.

scholarly journals The teaching of Blissymbols as a bridge into literacy for children with cognitive impairments: A comparison of two training approaches

1997 ◽  
Vol 44 (1) ◽  
Author(s):  
Enid Moolman ◽  
Erna Alant
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Analytic Approach ◽  
Cognitively Impaired ◽  
Global Approach ◽  
Alternative Communication ◽  
Evaluation Procedures ◽  
Approach Training ◽  
Two Stages ◽  
Impaired Children

This study compares the learning of Blissymbols by six mildly cognitively impaired children by means of a global and an analytic approach. Training consisted of two stages. The first was the training of eight compound symbols and the second the training of seven single configuration symbols. The study concludes that Blissymbols as an entrance into literacy can be taught successfully to cognitively impaired individuals by means of either an analytic or a global approach. The analytic approach seems to have greater long-term benefits, as the subjects instructed by the analytic approach consistently performed better in the generalization and re-evaluation procedures. The analytic approach, however, was much more time consuming than the global approach in terms of the length of training required. The implications for literacy development and augmentative and alternative communication systems are discussed.

scholarly journals Using AAC Media To Improve Dynamics Ability In Music Learning For Autistic Children

2018 ◽  
Vol 2 ◽  
pp. 12 ◽  
Author(s):  
Lalan Erlani ◽  
Tati Narawati ◽  
Zaenal Alimin
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Single Subject ◽  
Research Approach ◽  
Alternative Communication ◽  
Single Subject Research ◽  
Musical Skills ◽  
Data Collection Technique

This study aims to improve the ability of dynamics musical skills of autistic student using Augmentative and alternative communication (AAC) media. Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and learning skills in children and youth with autism spectrum disorders and other developmental disabilities. There are many strategies educators use to aid a child to communicate. Visual aides have been used successfully in helping children with autism communicate. A picture system called AAC Media allows teachers to make pictures to help students on the spectrum communicate. The method that being used in this study is experimental method with single subject research approach and using the design of A–B pattern. Data collection technique that being used are observation and documentation. And data analysis technique that being used is visual analysis in condition. The results of this research indicate that musical dynamic skills in music subject could be improved by using AAC media. The use of AAC media brings positive impact towards autistic students skills in musical dynamic. Therefore, teachers can apply the using of AAC media on music subject activities in school.

The Influence of AAC Device Type, Dynamic vs. Static Screen, on Peer Attitudes

2005 ◽  
Vol 21 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Karen Dudek ◽  
Ann R. Beck ◽  
James R. Thompson
Keyword(s):  
Augmentative And Alternative Communication ◽  
The Other ◽  
Clinical Implications ◽  
Alternative Communication ◽  
Peer Attitudes ◽  
Main Effect ◽  
Device Type ◽  
Children's Attitudes ◽  
Attitudes Toward Children ◽  
Voice Output

This study examined how children's attitudes toward a peer who used augmentative and alternative communication (AAC) were influenced by type of AAC device accessed by the child for communication. Specifically, the influence of dynamic screens vs. static screens was investigated. Two videotapes were created. In one a child used a dynamic screen voice output AAC device to communicate, and in the other the same child used a static screen voice output AAC device. Children in grades 3 and 5 viewed either the dynamic screen or the static screen videotape. Gender was as evenly distributed between groups as possible. After viewing the videotape, children completed a measure of self-reported attitudes toward children who use AAC. Results indicated effects for gender only. No main effect was found for device type. The two-way interactions of grade x device type and of gender x device type were not statistically significant. The results are discussed along with clinical implications.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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