Augmentative and Alternative Communication最新文献_第10页

Facilitators and barriers to developing romantic and sexual relationships: lived experiences of people with complex communication needs 发展浪漫关系和性关系的促进因素和障碍:有复杂沟通需求的人的生活经历

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2022-01-02 DOI: 10.1080/07434618.2022.2046852

Darryl Sellwood, P. Raghavendra, Ruth Walker

{"title":"Facilitators and barriers to developing romantic and sexual relationships: lived experiences of people with complex communication needs","authors":"Darryl Sellwood, P. Raghavendra, Ruth Walker","doi":"10.1080/07434618.2022.2046852","DOIUrl":"https://doi.org/10.1080/07434618.2022.2046852","url":null,"abstract":"Abstract The aims of this study were to investigate the lived experiences of people with complex communication needs in developing romantic and sexual relationships, and identify and explore barriers and facilitators they encountered in pursuing these relationships. For the study, nine participants were interviewed. All were at least 21-years-old, used augmentative and alternative communication, and had physical and communication disabilities since childhood. A methodology employing critical hermeneutics, a form of interpretive phenomenology, and Feminist Standpoint Theory was utilized. The World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF) model (2013) was used to develop questions for the semi-structured interviews. Interview data were analyzed using reflexive thematic analysis, with the ICF model and the concept of ableism used to identify four main themes: (a) Attitudes of others (ableism), (b) Communication Within Intimate Moments, (c) Assistance of Support Workers, and (d) Additional Education Related to Sexuality and Disability. Most of the barriers participants encountered related to ableist attitudes they experienced from others. Facilitators included creative communication strategies for intimate moments and using dating websites. The participants’ experiences bring attention to the need for changes in policies, practice, and research to further support people with complex communication needs in their quest to develop intimate relationships.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"142 1","pages":"1 - 14"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84644175","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: 3

The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland 爱尔兰主流小学一年级的核心关键词手语词汇(Lámh)的发展，以促进与唐氏综合症儿童的沟通

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2022-01-02 DOI: 10.1080/07434618.2022.2050298

Pauline Frizelle, Caoimhe Lyons

{"title":"The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland","authors":"Pauline Frizelle, Caoimhe Lyons","doi":"10.1080/07434618.2022.2050298","DOIUrl":"https://doi.org/10.1080/07434618.2022.2050298","url":null,"abstract":"Abstract Key word signing, an unaided augmentative, and alternative communication (AAC) system is commonly used by children with Down syndrome who attend mainstream primary schools. To ensure the successful use of key word signing within a mainstream environment, a meaningful, contextually appropriate sign vocabulary must be available to all communication partners. The aim of this study was to develop a core school-based key word signing vocabulary to facilitate effective communication between children with Down syndrome and their communication partners in the first year of mainstream primary school. Four key groups—participants with Down syndrome, their peers, teachers, and special needs assistants—and a speech-language pathologist contributed to the vocabulary over the course of an academic year, through observations, semi-structured interviews, and guided tours of the school environment. Based on criteria of frequency and commonality, 140 words were considered to be core vocabulary. The current study provides new insights into the complex process of vocabulary selection for children who use key word signing at school and highlights the importance of access to a functional sign vocabulary in facilitating inclusive education practices.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"54 1","pages":"53 - 66"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87997772","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: 3

Code-switching using aided AAC: toward an integrated theoretical framework 使用辅助AAC的码交换:迈向整合的理论框架

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2022-01-02 DOI: 10.1080/07434618.2022.2051603

Marika R. King, G. Soto

引用次数: 4

The BCH message banking process™, voice banking, and double-dipping™. BCH消息银行流程™，语音银行和双浸™。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-12-01 Epub Date: 2022-01-08 DOI: 10.1080/07434618.2021.2021554

John Costello, Martine Smith

{"title":"The BCH message banking process™, voice banking, and double-dipping™.","authors":"John Costello, Martine Smith","doi":"10.1080/07434618.2021.2021554","DOIUrl":"https://doi.org/10.1080/07434618.2021.2021554","url":null,"abstract":"Significant advances have been made in interventions to maintain communication and personhood for individuals with neurodegenerative conditions. One innovation is Message Banking, a clinical approach first developed at Boston Children's Hospital (BCH). This paper outlines the Message Banking process as implemented at BCH, which includes the option of \"Double Dipping,\" where banked messages are mined to develop personalized synthesized voices. More than a decade of experience has led to the evolution of six core principles underpinning the BCH process, resulting in a structured introduction of the associated concepts and practices with people with amyotrophic lateral sclerosis (ALS) and their families. These principles highlight the importance of assigning ownership and control of the process to individuals with ALS and their families, ensuring that as a tool it is empowering and offers hope. Changes have been driven by feedback from individuals who have participated in the BCH process over many years. The success of the process has recently been extended through partnerships that allow the recorded messages to be used to develop individual personalized synthetic voices to complement banked messages. While the process of banking messages is technically relatively simple, the full value of the process should be underpinned by the values and principles outlined in this tutorial.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"37 4","pages":"241-250"},"PeriodicalIF":2.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39797945","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: 1

Centering the family in their system: a framework to promote family-centered AAC services. 以家庭为中心:促进以家庭为中心的AAC服务的框架。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-12-01 Epub Date: 2021-12-30 DOI: 10.1080/07434618.2021.1991471

Kelly L Coburn, Sojung Jung, Ciara L Ousley, Dawn J Sowers, Meghan Wendelken, Krista M Wilkinson

{"title":"Centering the family in their system: a framework to promote family-centered AAC services.","authors":"Kelly L Coburn, Sojung Jung, Ciara L Ousley, Dawn J Sowers, Meghan Wendelken, Krista M Wilkinson","doi":"10.1080/07434618.2021.1991471","DOIUrl":"https://doi.org/10.1080/07434618.2021.1991471","url":null,"abstract":"Families are the most significant communication partners for an individual with complex communication needs. Even though family-centered approaches are recommended to support augmentative and alternative communication (AAC) services for an individual, it is difficult to establish a successful plan that fits each individual's family. A framework for practitioners is proposed to effectively obtain and understand information about a family's unique dynamics as part of service delivery to positively impact AAC device uptake and long-term use. The goal of using this model is to minimize the disruption to the family while maximizing the integration of the AAC system. This paper proposes and illustrates a framework to enrich AAC services through the integration of several theoretical models of family systems theory, family paradigms, and a procedure called the self-created genogram. This paper begins by reviewing ecological family systems theory and family systems to guide and provide a framework to support effective AAC implementation. The process of self-creating genograms is then introduced as a means to obtain a rich perspective on family characteristics and dynamics that is informed by the individual who uses AAC. All of this information allows professionals to provide relevant information and tailor options for the family. As a result, the family is able to make informed decisions about AAC intervention in a manner most consistent with how they typically operate. Finally, we apply this framework to a hypothetical case of a child with autism and complex communication needs across three timepoints (preschool, late elementary/early middle school, and high school/post-secondary transition) to demonstrate how this framework can be used in clinical practice.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"37 4","pages":"229-240"},"PeriodicalIF":2.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39772913","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: 9

Development of a Manually Operated Communication System (MOCS) for patients in intensive care units. 重症监护病房患者人工操作通信系统(MOCS)的开发。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-12-01 Epub Date: 2022-01-13 DOI: 10.1080/07434618.2021.2016958

Miriam A Goldberg, Leigh R Hochberg, Dawn Carpenter, J Matthias Walz

引用次数: 1

Prompting for repair as a language teaching strategy for augmentative and alternative communication. 提示修复作为一种辅助交际和替代交际的语言教学策略。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-12-01 Epub Date: 2021-12-30 DOI: 10.1080/07434618.2021.1979648

Brittney Cooper, Gloria Soto, Michael T Clarke

引用次数: 3

Vocabulary in dialogic reading: implications for AAC. 对话阅读中的词汇:对对话阅读的启示。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-12-01 Epub Date: 2021-12-29 DOI: 10.1080/07434618.2021.2016961

Eric J Sanders, Allison Blakeley

{"title":"Vocabulary in dialogic reading: implications for AAC.","authors":"Eric J Sanders, Allison Blakeley","doi":"10.1080/07434618.2021.2016961","DOIUrl":"https://doi.org/10.1080/07434618.2021.2016961","url":null,"abstract":"Shared reading is an important context for the development of communication, language, and literacy skills in young children. Research conducted with children who require augmentative and alternative communication has indicated that dialogic reading techniques utilized in shared reading can aid in the development of communication skills. One area that has not been investigated is which words children should have access to when engaging in these types of activities. This study reports the results of an investigation focused on the words 5-year-old children without disabilities said during a dialogic reading procedure that occurred with two books, Corduroy and Whistle for Willie. When reading Corduroy and Whistle for Willie, 59 common words said when reading each book accounted for 62.45% and 64.83% of the total words said, respectively. Many of these words were similar to those identified in studies of core vocabulary across a variety of contexts. For Corduroy and Whistle for Willie, 13 and 11 of these 59 words were directly related to the book, respectively. This accounted for approximately 10% of the most commonly used words for each book. The implications of this finding are discussed relative to vocabulary selection for children with complex communication needs during shared reading experiences.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"37 4","pages":"217-228"},"PeriodicalIF":2.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39647126","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: 1

A parent-implemented embedded AAC intervention for teaching navigational requests and other communicative functions to children with Autism spectrum disorder. 一种家长实施的嵌入式AAC干预，用于自闭症谱系障碍儿童导航请求和其他交际功能的教学。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-09-01 Epub Date: 2021-10-20 DOI: 10.1080/07434618.2021.1946846

Cindy Gevarter, Mariah Groll, Erin Stone, Adriana Medina Najar

{"title":"A parent-implemented embedded AAC intervention for teaching navigational requests and other communicative functions to children with Autism spectrum disorder.","authors":"Cindy Gevarter, Mariah Groll, Erin Stone, Adriana Medina Najar","doi":"10.1080/07434618.2021.1946846","DOIUrl":"https://doi.org/10.1080/07434618.2021.1946846","url":null,"abstract":"This study evaluated the effectiveness of an embedded naturalistic intervention for teaching augmentative and alternative communication (AAC) application responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities for their child to communicate with a grid-based AAC application during every-day routines such as play or mealtime. Communication targets included requesting objects using two-step taxonomic navigational responses, and requesting assistance, rejecting items, or making social comments/responses using a two-step message-strip response. During intervention, parents used strategies such as time delay, prompting, reinforcement, and device proximity (faded over time) to encourage target responses. Display formats and intervention targets were selected in consideration of prior dynamic assessment results. Effects of intervention were evaluated using a multiple probe across participants design. For functional navigational AAC item requesting, all three participants showed an immediate increase in responding that maintained at high levels. Functional AAC responding for other communicative purposes also increased, but at a more gradual pace. All three participants showed generalized responding when new items were added to displays, and when display pages with a larger array of folders and vocabulary items were introduced. Generalization to labeling tasks was mixed.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"37 3","pages":"180-193"},"PeriodicalIF":2.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39535302","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: 6

The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder. 线索类型对中重度自闭症谱系障碍儿童指令服从的影响。

IF 2 3区医学

Augmentative and Alternative Communication Pub Date : 2021-09-01 Epub Date: 2021-07-09 DOI: 10.1080/07434618.2021.1930154

Anna A Allen, Howard C Shane, Ralf W Schlosser, Charles W Haynes

{"title":"The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder.","authors":"Anna A Allen, Howard C Shane, Ralf W Schlosser, Charles W Haynes","doi":"10.1080/07434618.2021.1930154","DOIUrl":"https://doi.org/10.1080/07434618.2021.1930154","url":null,"abstract":"For this study, 11 children with moderate to severe autism spectrum disorder (ASD) were given directives containing prepositions in three cue conditions: (a) spoken alone, (b) a short video clip along with spoken cues, and (c) a sequence of three graphic symbols accompanied by spoken cues. Participants followed directives significantly more accurately with the video clip than with spoken cues only, and significantly more accurately with spoken cues only relative to the sequence of graphic symbols. Results suggest that the short video clip along with spoken cues may be an optimal mode for enhancing learners' ability to follow directives containing prepositions. In addition, results reveal three statistically significant correlations between participants' preexisting skills and directive-following accuracy: a positive correlation between spoken preposition preassessment total score and accuracy in the spoken-alone condition; a positive correlation between spoken noun preassessment total score and accuracy in the video-clip condition; and a positive correlation between ASD severity and the need for repetition in the video-clip condition. Results also suggested that, for children with more severe ASD symptoms, the video clips require repetitions so that the relationships illustrated within it can gain more semantic salience. Implications for clinical practice and future research are discussed.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"37 3","pages":"168-179"},"PeriodicalIF":2.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07434618.2021.1930154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39166878","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: 1