Augmentative and Alternative Communication最新文献_第4页

Effect of explicit literacy instruction on letter-sound correspondence acquisition for a child with cerebral palsy who uses AAC eye gaze. 显性识字教学对使用AAC注视的脑瘫儿童音信对应习得的影响。

IF 2.1 3区医学

Augmentative and Alternative Communication Pub Date : 2025-02-27 DOI: 10.1080/07434618.2025.2466166

Jessica G Caron, Nicole Ryan, Salena Babb, Christine Holyfield, Meghan O'Brien

{"title":"Effect of explicit literacy instruction on letter-sound correspondence acquisition for a child with cerebral palsy who uses AAC eye gaze.","authors":"Jessica G Caron, Nicole Ryan, Salena Babb, Christine Holyfield, Meghan O'Brien","doi":"10.1080/07434618.2025.2466166","DOIUrl":"https://doi.org/10.1080/07434618.2025.2466166","url":null,"abstract":"This pilot study examines the effectiveness of an adapted literacy intervention focused on the acquisition of seven letter-sound correspondences (LSC) with a child with cerebral palsy who uses high-tech eye-gaze to communicate. A single case multiple probes across letter-sounds design was used. The independent variable was explicit instruction with materials that were adapted on the participant's AAC device. Instruction was provided by a trained graduate student. The dependent variable was the child's accuracy in identifying the correct letter from a high-tech eye-gaze grid of four letters, when provided with the letter-sound by the graduate student. Results indicated that the implementation of the literacy instruction by the graduate clinician was effective in teaching seven LSCs to the child with cerebral palsy who uses high-tech eye-gaze to communicate and participate in instruction. The participant demonstrated gains for all targeted LSCs and positive trends continued after the intervention was introduced through replications of each new LSC. Average gain scores ranged from +60% to +90%. Calculation of IRD was 1.0 across all LSCs, indicative of a very large effect. The student's gains in this pilot study indicate the promise of adapted literacy instruction for individuals with severe speech and motor impairments, who use alternative access to participate in literacy instruction. More literacy research is needed for learners who use AAC and alternative access methods.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-12"},"PeriodicalIF":2.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143525062","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 2.1 3区医学

Augmentative and Alternative Communication Pub 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":"https://doi.org/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":"1-13"},"PeriodicalIF":2.1,"publicationDate":"2025-02-16","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

Aided Augmentative and Alternative Communication (AAC) interventions in India: A scoping review and quality appraisal. 辅助辅助和替代沟通（AAC）干预在印度：范围审查和质量评价。

IF 2.1 3区医学

Augmentative and Alternative Communication Pub Date : 2025-02-10 DOI: 10.1080/07434618.2025.2458861

Vineetha Sara Philip, Swathi Geetha, Anitha Naittee Abraham

{"title":"Aided Augmentative and Alternative Communication (AAC) interventions in India: A scoping review and quality appraisal.","authors":"Vineetha Sara Philip, Swathi Geetha, Anitha Naittee Abraham","doi":"10.1080/07434618.2025.2458861","DOIUrl":"https://doi.org/10.1080/07434618.2025.2458861","url":null,"abstract":"The current scoping review aims to map the existing research on aided augmentative and alternative communication (AAC) interventions in India, identify the gaps in the existing literature, and guide future research priorities. A comprehensive search between 1992 and 2022 yielded 39 studies that met the inclusion criteria. Studies were summarized in terms of publication details, treatment settings and geographical distribution, participant characteristics, study purpose, research design, dependent variables, outcome measures, independent variables, study findings, and quality appraisal. A relatively large proportion of studies originated from the southern part of India. A considerable increase was noted in the number of intervention studies published over the last decade. Most of the intervention studies followed a quasi-experimental or a case study design and focused on investigating the effect of training on an AAC system on the performance of individuals with communication disorders. Largely, all studies reported positive effects of AAC intervention; however, based on the quality appraisal, only a handful of studies adhered to high standards. Hence, to elevate the quality of AAC intervention research in India, it is imperative to employ robust methodologies in future studies.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-13"},"PeriodicalIF":2.1,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392330","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

The feasibility of just-in-time programming of visual scene displays on mobile technology in AAC intervention for adult beginning communicators. 基于移动技术的视觉场景实时编程在成人初级交际者AAC干预中的可行性。

IF 2.1 3区医学

Augmentative and Alternative Communication Pub Date : 2025-02-10 DOI: 10.1080/07434618.2025.2462059

Kathryn D R Drager, Nimisha Muttiah, Christine Holyfield

{"title":"The feasibility of just-in-time programming of visual scene displays on mobile technology in AAC intervention for adult beginning communicators.","authors":"Kathryn D R Drager, Nimisha Muttiah, Christine Holyfield","doi":"10.1080/07434618.2025.2462059","DOIUrl":"https://doi.org/10.1080/07434618.2025.2462059","url":null,"abstract":"Adults with severe intellectual and developmental disabilities who are beginning communicators can benefit from augmentative and alternative communication (AAC) intervention. The purpose of the current study was to investigate the efficacy of just-in-time programming of visual scene displays during ongoing interactions in an AAC intervention with adults who were beginning communicators. A single subject multiple probe design across four adult participants (ages 29-48) was used to evaluate the intervention. The intervention consisted of the creation of visual scene displays on a tablet computer while engaging the participants with songs, books, and games using just-in-time programming during the activities. Participants completed a minimum of five baseline and five intervention sessions. All participants demonstrated an increase in intentional and conventional communication turns during social interaction when the intervention was implemented. None of the participants discontinued using other intentional and conventional communication modes upon introduction to the tablet system. This intervention approach holds promise for adults with severe disabilities who remain at a beginning communicator level in young and middle adulthood. It is never too late for AAC intervention for any individual.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-11"},"PeriodicalIF":2.1,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383892","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

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 2.1 3区医学

Augmentative and Alternative Communication Pub 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

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 2.1 3区医学

Augmentative and Alternative Communication Pub 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":"https://doi.org/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":"1-13"},"PeriodicalIF":2.1,"publicationDate":"2025-02-05","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

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

IF 2.1 3区医学

Augmentative and Alternative Communication Pub 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":"https://doi.org/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":"1-14"},"PeriodicalIF":2.1,"publicationDate":"2025-01-26","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

Supporting students with complex communication needs: special education teachers' reflections on their training. 支持有复杂交流需求的学生：特殊教育教师培训的思考。

IF 2.1 3区医学

Augmentative and Alternative Communication Pub Date : 2025-01-18 DOI: 10.1080/07434618.2024.2440764

Miriam C Boesch, M Alexandra Da Fonte, Gillian C Neff, Kaitlyn R Shaw, Liann L Mathew, Jennifer F Lipof

引用次数: 0

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 2.1 3区医学

Augmentative and Alternative Communication Pub 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":"1-7"},"PeriodicalIF":2.1,"publicationDate":"2024-12-22","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

Mental health and mental health problems among users of AAC: a scoping review. AAC使用者的心理健康和心理健康问题：范围审查。

IF 2.1 3区医学

Augmentative and Alternative Communication Pub Date : 2024-12-22 DOI: 10.1080/07434618.2024.2434680

Jørn Østvik, Mats Granlund, Astrid Røsland Seim

{"title":"Mental health and mental health problems among users of AAC: a scoping review.","authors":"Jørn Østvik, Mats Granlund, Astrid Røsland Seim","doi":"10.1080/07434618.2024.2434680","DOIUrl":"https://doi.org/10.1080/07434618.2024.2434680","url":null,"abstract":"Functional communication is crucial for mental health and for coping with mental health problems. People with disabilities are at increased risk of mental health problems, and people who use augmentative and alternative communication (AAC) are reported to be at greater risk of depression and anxiety than people without impairments. This scoping review summarizes existing knowledge about the mental health and mental health problems of people who use AAC. The review includes nine publications, published between 2001 and 2022. These mainly report on adults and elderly people who use AAC. Four of the nine publications included people who use AAC due to acquired impairments. None of the studies reported the prevalence of mental health problems and only a few addressed factors of positive mental health. The results indicate a shortage of theoretical accounts for most of the publications included, and the publications are not built on each other. The scarcity of knowledge is discussed in relation to the idea that the need for communicative support is a need based on communicative functioning rather than any diagnostic category and thus not visible in much of the health literature based on diagnostic categories. Several implications for practice and research are suggested.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-13"},"PeriodicalIF":2.1,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878347","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