Augmentative and Alternative Communication最新文献

Reimagining AAC designs for children during dynamic social situations by leveraging smart device design. 利用智能设备设计，重新构想儿童在动态社交环境中的AAC设计。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2024-12-22 DOI: 10.1080/07434618.2024.2434673

Kevin M Pitt, Ciara L Ousley

{"title":"Reimagining AAC designs for children during dynamic social situations by leveraging smart device design.","authors":"Kevin M Pitt, Ciara L Ousley","doi":"10.1080/07434618.2024.2434673","DOIUrl":"10.1080/07434618.2024.2434673","url":null,"abstract":"Social interaction plays a pivotal role in human development, influencing cognitive, emotional, and communicative growth across all stages of life. Integrating augmentative and alternative communication (AAC) devices into social interactions, especially during dynamic activities such as play, introduces cognitive complexity. This forum explores leveraging smart device design and technology to help integrate AAC into dynamic social interactions, focusing specifically on play. Using the framework of interactivity and simplicity, which are important elements for improving usability of smart devices, we provide example applications of how smart device features such as multimodal control, animation, artificial intelligence, contextual awareness, and augmented reality may be applied to AAC to promote dynamic interactions and support communication partners. Our aim is to inspire advancements in AAC that prioritize playfulness, inclusivity, and children's unique needs. We intend to encourage future discussions and research that incorporate AAC users' perspectives and support networks, fostering optimal integration of AAC tools into playful activities to support communication and social development.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"255-261"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12182593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Augmentative and alternative communication (AAC) interventions that promote commenting: a systematic review. 促进评论的辅助和替代沟通（AAC）干预措施：系统回顾。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2025-03-31 DOI: 10.1080/07434618.2025.2477694

Trina D Spencer, Kerstin Tönsing, Shakila Dada

{"title":"Augmentative and alternative communication (AAC) interventions that promote commenting: a systematic review.","authors":"Trina D Spencer, Kerstin Tönsing, Shakila Dada","doi":"10.1080/07434618.2025.2477694","DOIUrl":"10.1080/07434618.2025.2477694","url":null,"abstract":"Augmentative and alternative communication (AAC) can be used effectively by persons with speech or speech-related disabilities to accomplish a variety of communicative functions. However, the majority of AAC interventions reported in the literature focused on requesting. While it is important to initially teach requesting skills, commenting should not be neglected. As AAC emerges, commenting is essential for social engagement, social closeness and information transfer. The purpose of this systematic review (INPLASY protocol 3160) was to describe and critically appraise the existing research on AAC interventions for commenting. A systematic search and application of inclusion criteria yielded 14 single case design studies that examined the effect of an AAC intervention on commenting of children with communication disabilities. A quality appraisal indicated that the rigor of most studies was acceptable. However, there are areas in which research can be improved, especially around the number of points per phase, blinding of personnel, and clear reporting of procedures. Interventions fell into three types of teaching procedures, including prompt hierarchies, aided modeling and direct prompting. Likewise, three teaching contexts (i.e., book reading, play/toys/preferred activities, intensive teaching) and four types of commenting behaviors (i.e., one-symbol utterances, two-symbol utterances, sentences frames and grammatically correct utterances) were identified. Findings suggest the strongest evidence exists to support the use of least-to-most prompt hierarchies that include aided modeling in the context of book reading. However, there are too few studies to recommend their use with certainty.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"285-298"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparison of learning text vs. picture symbol AAC representations for young children on the autism spectrum. 自闭症儿童学习文本与图片符号AAC表征的比较。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2025-02-16 DOI: 10.1080/07434618.2025.2458868

Lauramarie Pope, Janice Light

{"title":"Comparison of learning text vs. picture symbol AAC representations for young children on the autism spectrum.","authors":"Lauramarie Pope, Janice Light","doi":"10.1080/07434618.2025.2458868","DOIUrl":"10.1080/07434618.2025.2458868","url":null,"abstract":"Children on the autism spectrum1 with minimal speech are generally provided with augmentative and alternative communication (AAC) systems that represent vocabulary using picture symbols (i.e., color line drawings). However, there has been minimal research investigating the comparative effectiveness of picture symbols vs. other types of symbol representation (e.g., text) in supporting the communication of children on the autism spectrum. Using a single case adapted alternating treatments experimental design, the current study compared learning of picture symbol and text representations, measured by the accurate identification and functional use of novel AAC symbols by young children on the autism spectrum with minimal speech. Two participants demonstrated notable acquisition of both picture symbols and text. The remaining four children had difficulty demonstrating learning of either symbol representation type. These results suggest that different symbol representations (e.g., digital photographs), layouts (e.g., visual scene displays), and/or instructional procedures (e.g., more naturalistic methods) may have been a better fit for these four participants. Additionally, variability in performance across participants underscores the critical importance of personalization of AAC systems - including symbol representation - based on comprehensive assessment of individual strengths and needs.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"262-274"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AAC narrative intervention for children with autism. 自闭症儿童的AAC叙事干预。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2025-01-26 DOI: 10.1080/07434618.2024.2433959

Norah M Almubark, Trina D Spencer, Matthew E Foster

{"title":"AAC narrative intervention for children with autism.","authors":"Norah M Almubark, Trina D Spencer, Matthew E Foster","doi":"10.1080/07434618.2024.2433959","DOIUrl":"10.1080/07434618.2024.2433959","url":null,"abstract":"In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests; however, AAC intervention should not stop there. There is a dearth of AAC intervention research targeting other communicative functions, despite there being a significant need to enhance children's communication competence in a variety of social and educational contexts. The purpose of this study was to examine the initial efficacy and feasibility of an AAC narrative intervention on the picture-supported retelling skills of three children with autism, aged 6-9 years old. This multiple baseline across participants design study was preregistered at Open Science Framework (https://doi.org/10.17605/OSF.IO/29SFP). We measured the effect of the intervention on children's inclusion and complexity of story grammar elements and the variety of symbols used to retell untrained stories during a baseline condition, just before each intervention session, immediately following each intervention session, and three weeks after the last intervention session. Parents completed a feasibility questionnaire and documented their children's generalized use of AAC. The AAC narrative intervention improved children's AAC retells, with ascending trends in the intervention condition and scores elevated above baseline after 3 weeks. Parents reported that they perceived the intervention to be appropriate, effective, enjoyable, and planned to use it themselves after the study. Generalized use of AAC outside of intervention sessions was documented for all three participants.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"218-231"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unraveling time in communicative interactions involving children who use aided communication. 使用辅助沟通的儿童在沟通互动中的时间分解。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2025-03-27 DOI: 10.1080/07434618.2025.2477701

Beata Batorowicz, Kristine Stadskleiv, Fiona Campbell, Stephen von Tetzchner

{"title":"Unraveling time in communicative interactions involving children who use aided communication.","authors":"Beata Batorowicz, Kristine Stadskleiv, Fiona Campbell, Stephen von Tetzchner","doi":"10.1080/07434618.2025.2477701","DOIUrl":"10.1080/07434618.2025.2477701","url":null,"abstract":"Time use and timing are of particular relevance for people who use communication aids because of the role time plays in communication. However, the use of time in real-life communicative interactions of aided communicators has not been much researched. The present study explores time use in goal-oriented and activity-based communicative interactions involving 72 children who used aided communication and 56 children who used natural speech, aged 5-15 years, and their communication partners. The children using aided communication took significantly longer time than their naturally speaking peers to complete the tasks using language. Access method, whether direct or scanning, did impact aided communicators' time use, with children using direct access being faster than children using scanning. Time use was not statistically related to age or verbal comprehension but was related to non-verbal reasoning: to communicate with their partners, children with higher non-verbal reasoning scores used less time than children with lower reasoning scores. Regardless of access method, aided communicators who used less time to communicate had more success in solving the tasks. The results suggest that to tackle the issue of time, aided language interventions with children could focus on communicative problem-solving with partners in real-life situations.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"275-284"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attitude matters: barriers to participation and learning for students who use AAC. 态度很重要：使用AAC的学生参与和学习的障碍。

IF 2.3 3区医学

Augmentative and Alternative Communication Pub Date : 2026-09-01 Epub Date: 2025-04-16 DOI: 10.1080/07434618.2025.2488457

Karen M Congram

引用次数: 0

Empowering Parents for AAC: a training and coaching intervention to support parents to implement a core board with fringe vocabulary with their children in New Zealand. 授权家长AAC：一项培训和指导干预，以支持家长在新西兰与孩子一起实施带有边缘词汇的核心板。

IF 1.6 3区医学

Augmentative and Alternative Communication Pub Date : 2026-06-01 Epub Date: 2025-02-05 DOI: 10.1080/07434618.2025.2458856

Sam Brydon, Sally Clendon, Elizabeth Doell, Tara McLaughlin

{"title":"Empowering Parents for AAC: a training and coaching intervention to support parents to implement a core board with fringe vocabulary with their children in New Zealand.","authors":"Sam Brydon, Sally Clendon, Elizabeth Doell, Tara McLaughlin","doi":"10.1080/07434618.2025.2458856","DOIUrl":"10.1080/07434618.2025.2458856","url":null,"abstract":"Low-tech core boards with attached fringe vocabulary are increasingly popular as an entry-level AAC system in New Zealand and beyond, but they require skilled support from communication partners to be used successfully. This article describes the results of a year-long multiple case study carried out in New Zealand, which involved the provision of a 77-cell core board with extensive fringe vocabulary for six preschool children, alongside a training and coaching intervention for one of their parents. This intervention combined group workshops with in-home coaching and provided ongoing maintenance coaching. Quantitative and qualitative data was collected throughout the year, which provided information on the progress of both the parents and the children, as well as exploring each parent's journey with implementing AAC. All the parents learned to use the supportive AAC strategies with consistency and skill and maintained these over the year and their children made significant gains in their communication skills. The parents reported on a range of barriers and supports around implementing AAC; all six parents felt that the training and coaching intervention was essential for the successful implementation of the core board.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"168-180"},"PeriodicalIF":1.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Speech-language pathologists' perspectives on augmentative and alternative communication assessment and intervention across language domains: A crosslinguistic replication study. 语言病理学家对跨语言领域的增强型和替代性交流评估和干预的看法：一项跨语言复制研究。

IF 1.6 3区医学

Augmentative and Alternative Communication Pub Date : 2026-06-01 Epub Date: 2025-03-09 DOI: 10.1080/07434618.2025.2462064

Gat Savaldi-Harussi

{"title":"Speech-language pathologists' perspectives on augmentative and alternative communication assessment and intervention across language domains: A crosslinguistic replication study.","authors":"Gat Savaldi-Harussi","doi":"10.1080/07434618.2025.2462064","DOIUrl":"10.1080/07434618.2025.2462064","url":null,"abstract":"The objective of this replication study was to compare the perspectives of Hebrew-speaking speech-language pathologists (SLPs) on augmentative and alternative communication (AAC) assessment and intervention in each of the five language domains (semantics, pragmatics, phonology, morphology, and syntax) with those previously reported for English-speaking SLPs. Specifically, the comparison aimed to understand AAC service delivery patterns in different linguistic contexts. Using an anonymous online survey, the study collected responses from 167 Hebrew-speaking SLPs regarding preprofessional training, clinical practices, resource adequacy and continuing education interests related to AAC assessment and intervention in each language domain. Global agreement was found among Hebrew-speaking and those previously reported for English-speaking SLPs on the importance of all language domains for people who use AAC (PWUAAC) and their interest in professional development. In ratings of preprofessional training, clinical practice, and resource adequacy, pragmatics and semantics had consistently higher percentages of positive responses in both groups, followed by syntax, while morphology and phonology received fewest. Fewer Hebrew-speaking as compared to English-speaking SLPs rated morphology/phonology skills as important for PWUAAC and reported providing clinical services in each language domain. However, more Hebrew-speaking SLPs rated their resources and preprofessional training as adequate in semantics, pragmatics, syntax, and phonology. These findings suggest that while shared AAC service delivery patterns exist in different linguistic contexts (e.g., Hebrew, English) across language domains, there is a need for development and validation of language-specific (e.g., Hebrew) resources, particularly in morphology and phonology. Factors influencing clinical decision-making, including client age, preferences, disabilities, and resource availability, are also discussed.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"107-117"},"PeriodicalIF":1.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143586899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Speech-language therapists perspectives on tele-augmentative and alternative communication (tele-AAC) across three low-and middle-income countries. 三个低收入和中等收入国家的语言治疗师对远程辅助和替代沟通（远程- aac）的看法。

IF 1.6 3区医学

Augmentative and Alternative Communication Pub Date : 2026-06-01 Epub Date: 2025-03-31 DOI: 10.1080/07434618.2025.2476143

Nimisha Muttiah, Kerstin M Tönsing, Amanda Blackwell, Juan Bornman, Karla Armendariz, Kathryn D R Drager

引用次数: 0

A comparison of three modes of online key word sign training to determine efficacy and acceptability in comparison to in-person key word sign training. 对比三种在线关键词标识培训模式，确定与现场关键词标识培训相比的有效性和可接受性。

IF 1.6 3区医学

Augmentative and Alternative Communication Pub Date : 2026-06-01 Epub Date: 2025-02-06 DOI: 10.1080/07434618.2024.2439842

Andy Smidt, Ivy Chou, Leigha Dark, Jessica-Rose Wong, Elizabeth Brownlie, Natalie Munro

引用次数: 0