My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2023-06-23 DOI:10.1111/bld.12543

Jenny Samuelsson, Emil Holmer, Jakob Å. Johnels, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg, Gunilla Thunberg

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Abstract

Background

It can be challenging for people with intellectual disabilities to convey their thoughts and opinions because of cognitive, speech and language impairments. Consequently, facilitating their ability to communicate using augmentative and alternative communication methods is essential. The picture-based framework Talking Mats has been applied in many studies and has been shown to be successful in facilitating communication and soliciting views from individuals with intellectual disabilities and communication difficulties. The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities.

Methods

This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 were interviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities.

Findings

The students expressed their views on speech and reading activities. The scored views on speech were positively associated with speech production, and the scored views on reading activities were positively related to reading ability. This suggests that their opinions as expressed through Talking Mats were consistent and reliable.

Conclusions

Most students with intellectual disabilities and communicative difficulties can reliably express their own opinions of their abilities when they are provided with a clear visual structure and pictorial support, such as Talking Mats. In this study, this was seen for students with a mild intellectual disability from age seven and onwards and for students with a more severe intellectual disability from 12 years of age and onwards.

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我的观点:有智力和交流障碍的学生用说话垫来表达他们对言语和阅读的看法

背景由于认知、言语和语言障碍，智障人士在表达自己的想法和意见时可能会遇到困难。因此，使用辅助和替代性交流方法促进他们的交流能力至关重要。以图片为基础的 "谈话猫"（Talking Mats）框架已在许多研究中得到应用，并被证明在促进智障人士和有交流困难的人士之间的交流和征求他们的意见方面是成功的。本研究旨在描述智障和有沟通障碍的学生对语言和阅读活动的看法，并探讨这些看法的价值分数（从负面到正面）是否与他们在相应能力测试中的表现有关。方法这是一项横断面定量调查研究。研究人员使用视觉框架 "说话的垫子 "对 111 名 7 至 21 岁有智力障碍和沟通困难的学生进行了访谈，了解他们的言语和阅读活动。他们的回答按 "喜欢 "和 "不喜欢 "三个等级进行评分，并与他们在相应能力的适应性测试中的成绩相关联。研究结果学生们表达了他们对演讲和阅读活动的看法。对语言表达的评分与语言能力呈正相关，而对阅读活动的评分与阅读能力呈正相关。这表明他们通过 "说话垫 "表达的意见是一致和可靠的。结论大多数有智力障碍和交流困难的学生，如果有清晰的视觉结构和图画支持，如 "会说话的地垫"，都能可靠地表达他们对自己能力的看法。在本研究中，7 岁及以上的轻度智障学生和 12 岁及以上的重度智障学生都能做到这一点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.