Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Special Interest Group 12, Augmentative and Alternative Communication

ASHA Leader ◽  
2013 ◽  
Vol 18 (1) ◽  
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Special Interest Group ◽  
Alternative Communication ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
Group 12

By affiliating with SIG 12, ASHA members have the opportunity to participate in a community of peers dedicated to improving the quality and availability of AAC services to consumers throughout the lifespan, promoting clinically relevant research, educating and mentoring current and future professionals, and identifying and addressing the service-provision needs of speech-language pathologists and audiologists

Special Education Supports and Services for Rett Syndrome: Parent Perceptions and Satisfaction

2020 ◽  
Vol 58 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Kelsey Larriba-Quest ◽  
Breanne J. Byiers ◽  
Arthur Beisang ◽  
Alyssa M. Merbler ◽  
Frank J. Symons
Keyword(s):  
Rett Syndrome ◽  
Staff Training ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Speech Therapy ◽  
Educational Experiences ◽  
Educational Services ◽  
Alternative Communication ◽  
Related Services ◽  
School Aged Children

Abstract There are no published studies describing educational experiences for girls with Rett syndrome. Given the extensive educational needs associated with Rett syndrome, it is important to understand how families perceive their daughters' educational experiences to inform education service provision. The purpose of this study was to survey parents of school-aged children with Rett syndrome to describe the educational services that they receive and understand parents' perceptions of and satisfaction with the special educational and related services. The majority of parents were satisfied with their daughters' educational services. Communication was the most frequently endorsed priority skill area, and many parents expressed frustration with limited access to augmentative and alternative communication (AAC) devices and staff training in their use. These results suggest there is a need for high-quality speech therapy and an emphasis on AAC support.

scholarly journals Facilitators’ use of a communication device following children’s aided turns in everyday interaction

2021 ◽  
pp. 67-98
Keyword(s):  
Augmentative And Alternative Communication ◽  
Local Context ◽  
Speech Impairments ◽  
Alternative Communication ◽  
Communication Device ◽  
Communication Needs ◽  
Device Use ◽  
Instructional Interaction ◽  
Everyday Communication

This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.

Investigating the psychology of assistive device use in ALS: Suggestions for improving adherence and engagement

2018 ◽  
Author(s):  
Christopher D. Graham
Keyword(s):  
Augmentative And Alternative Communication ◽  
Psychosocial Assessment ◽  
Assistive Device ◽  
Functional Impairments ◽  
Alternative Communication ◽  
Environmental Controls ◽  
Acceptance And Commitment ◽  
Communication Devices ◽  
Illness Adjustment ◽  
Device Use

In ALS, assistive devices—such as wheelchairs, augmentative, and alternative communication devices (AAC) and environmental controls—are often used to compensate for the functional impairments caused by the condition. These devices may help maintain meaningful functioning and help preserve quality of life. Yet adherence to and uptake of such devices is sub-optimal. Drawing on the literature from ALS and other diseases, this chapters explores the psychosocial challenges of assistive device use, and factors that might affect usage—cognitive impairment and mood, threats to identity, social context, illness adjustment/acceptance, and the desire to maintain control over one’s health care. Methods that clinicians can use to intervene to improve non-adherence are then suggested—bio-psychosocial assessment (formulation) informed by cognitive and mood screens, voice-banking for appropriate accents in AAC devices, increasing illness acceptance via counselling, or acceptance and commitment therapy, and empathetic clinician-facilitated discussions with patient-significant other dyads and families.

scholarly journals Alternative and Augmentative Communication in Support of Persons with Language Development Retardation

2018 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Narcisa Delia Valentina CHIRVASIU ◽  
Elena SIMION-BLÂNDĂ
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Early Stage ◽  
Individual Therapy ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Language Functions ◽  
The Individual ◽  
Communication Interventions

Frequently, a child with severe deficiencies is at an early stage of communication development, which symbolizes a disadvantage in comparison to his chronological age. Although the child may display a certain repertoire of incipient communication behavior due to his motor, sensory, cognitive, or another type of deficiency, it is possible that adults may not be able or may not know to respond to these types of behavior. Furthermore, when adults try to answer, it can happen that the child can not understand their signals. As a result, the child is not able to acquire the necessary understanding in order to make the cognitive progress from unintentional communication to an intended one. In the individual therapy sessions, where the parent will participate, the augmentative and alternative communication specialist will implement the individual intervention program in order to develop the child's language functions and the transition to the intentional, symbolic communication in order to achieve a recovery or a compensation of the language function. In Augmentative and Alternative Communication interventions, subjects will be encouraged to use various methods and means in different situations and with different comunication parteners. The Augmentative and Alternative Communication system represents the opportunity for people with a delay in language development to aquire a certain level of indepence, contributing to greater social participation by these people.

Parents' Perceptions of Communication Patterns and Effectiveness of Use of Augmentative and Alternative Communication Systems by Their Children With Angelman Syndrome

2014 ◽  
Vol 23 (4) ◽  
pp. 562-573 ◽  
Author(s):  
Stephen N. Calculator
Keyword(s):  
Angelman Syndrome ◽  
Functional Outcomes ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Rating Scales ◽  
Electronic Device ◽  
Communication Patterns ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Device Use

Purpose The author describes communication patterns and outcomes of augmentative and alternative communication (AAC) intervention for individuals with Angelman syndrome. Method Parents self-administered a web-based survey using Qualtrics software. A series of rating scales and closed questions were used to gather information about individuals' current methods of communication, including AAC devices they were using. Individuals' uses of their single most advanced AAC devices were further explored in terms of associated importance, usefulness, success, acceptance, and functional outcomes. Results Nonsymbolic methods of communication proved to be very important to individuals, as did electronic AAC devices, although to a lesser extent. Individuals tended to have access to more than one electronic device concurrently. Although numerous devices were cited, mobile technologies, particularly iPads, were especially prevalent. This represented a significant change from a previous investigation. Overall, device use was perceived to be frequently important, accepted, successful, and useful in relation to 8 different factors, although ratings across a series of 19 functional outcomes varied. Differences were noted on several measures when individuals' ages and educational placements were considered. Conclusion Results suggest a changing landscape in terms of types of devices used, particularly with respect to mobile technologies, and show clear evidence that device use is often, although not uniformly, associated with positive outcomes.

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