Augmentative and alternative communication (Baltimore, Md. : 1985)最新文献_第2页

Working memory and aided AAC display design options for students with intellectual disabilities. 为智障学生提供工作记忆和辅助AAC显示设计方案。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-09-01 Epub Date: 2025-11-27 DOI: 10.1080/07434618.2025.2567053

Nina Römer

{"title":"Working memory and aided AAC display design options for students with intellectual disabilities.","authors":"Nina Römer","doi":"10.1080/07434618.2025.2567053","DOIUrl":"10.1080/07434618.2025.2567053","url":null,"abstract":"Working memory (WM) plays an important role when using external communication aids. Various stimuli can be utilized to reduce one's cognitive load when selecting symbols on a grid display. The current empirical findings concerning the benefits of such aids for children and adolescents with intellectual disabilities are inconclusive. This study seeks to fill this gap in scholarly research by investigating the relationship between WM and different stimuli to identify effective grid designs.The sample consists of 80 students who completed a series of WM tasks before being assigned a specific grid design (background colors, frames, wide space). The task was to select a target symbol presented auditorily within a 4 x 6 grid display. Response times were measured. A linear mixed model with subsequent post-hoc tests was employed to analyze the predicted response time based on the WM performance and the specific display design. Possible learning effects were also considered.Enhanced WM performance did not invariably lead to faster symbol selection. However, a comparison of the two performance groups revealed that the stronger performing cohort performed better under conditions of background color design. The phonological loop and the visual-spatial sketchpad were particularly crucial. Contrary, the weaker performers performed better when frames were the cues. Additionally, the response time was slower with the grid featuring the wide space design.In summary the efficiency of the design depends on the specific WM performance or its individual components. Further research is needed to evaluate the relationship between multi-symbol messages and different grid cues.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"191-203"},"PeriodicalIF":1.6,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145644457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of AAC by children with autism in special education classrooms in Malaysia: perspective of special education teachers and parents. 马来西亚特殊教育教室中自闭症儿童对AAC的使用：特殊教育教师和家长的视角。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-08-27 DOI: 10.1080/07434618.2026.2716690

Hazel Bee Leng Cheah, Susheel Joginder Singh, Ivonne Jinn Yee Ling, Yazmin Ahmad Rusli, Natalie R Andzik

{"title":"The use of AAC by children with autism in special education classrooms in Malaysia: perspective of special education teachers and parents.","authors":"Hazel Bee Leng Cheah, Susheel Joginder Singh, Ivonne Jinn Yee Ling, Yazmin Ahmad Rusli, Natalie R Andzik","doi":"10.1080/07434618.2026.2716690","DOIUrl":"https://doi.org/10.1080/07434618.2026.2716690","url":null,"abstract":"Many children with autism remain non-verbal for long periods and require Augmentative and Alternative Communication (AAC) to communicate. Although AAC use in Malaysian clinical settings has increased, support for its implementation in public special education classrooms remains limited. This study explored parents' and special education teachers' perspectives on classroom AAC use. A qualitative design was utilized, involving four focus group discussions with 12 parents and 15 special education teachers from three special education schools in Malaysia. Data were transcribed and analyzed using qualitative content analysis. Three main themes emerged: views about AAC, barriers to implementation and facilitators for its use. Both groups acknowledged the benefits of AAC, including increased vocabulary and utterance length. Teachers reported improved classroom participation and reduced challenging behaviors, while parents observed better two-way communication and increased confidence in their children with autism. However, several barriers were identified. These included limited knowledge and skills, misconceptions about AAC, student-related challenges such as low motivation, and AAC system issues like insufficient vocabulary and device damage. Teachers also highlighted workplace challenges, including large class sizes, limited funding, and restrictive school policies. Facilitators included strong willingness to collaborate among stakeholders and a clear need for professional training. Overall, successful AAC implementation requires addressing systemic barriers and fostering multidisciplinary collaboration.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-11"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profile of children with speech and motor impairments eligible for using robots in collaborative game environments in Brazil. 在巴西，有语言和运动障碍的儿童有资格在协作游戏环境中使用机器人。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-07-15 DOI: 10.1080/07434618.2026.2696231

Laila Souza, Rafael S Santana, Yosra Kazemi, Beata Batorowicz, Sidney Givigi, Rosana Givigi

引用次数: 0

Developing Reco-intervention for individuals who use aided AAC and their partners: an Intervention Mapping Protocol. 为使用辅助AAC的个人及其伴侣制定康复干预：干预测绘协议。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-06-21 DOI: 10.1080/07434618.2026.2677481

Irina Savolainen, Anna-Kaisa Antila, Eeva Uoti

{"title":"Developing Reco-intervention for individuals who use aided AAC and their partners: an Intervention Mapping Protocol.","authors":"Irina Savolainen, Anna-Kaisa Antila, Eeva Uoti","doi":"10.1080/07434618.2026.2677481","DOIUrl":"https://doi.org/10.1080/07434618.2026.2677481","url":null,"abstract":"Using communication aids in everyday interaction is often challenging, despite evidence showing that their use can facilitate linguistic development and social participation. Previous research has identified that a key factor in promoting the use of communication aids is teaching communication partners skills that facilitate aided interaction. This paper outlines, step by step, the design process of a new evidence-based intervention model called Reco (relaxed communication), which was developed according to the Intervention Mapping Protocol. Reco was designed for children and young people for whom communication aids are recommended as well as for their communication partners. The aim of Reco is to facilitate the use of communication aids in everyday interaction. The development process began by identifying the problem and objectives for intervention and continued by selecting evidence-based methods. In the pilot phase, participants comprised two school-aged children who use AAC and their parents, school instructors, and speech and language therapists, and in the implementation phase six children and their communication partners. The implementation phase is currently under review. This protocol article is valuable for demonstrating how to use participatory research design and evaluate evidence-based interventions in the AAC field.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-12"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148298663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A descriptive study on reading instruction provided to students with intellectual disability who use augmentative and alternative communication. 运用辅助与替代沟通的智障学生阅读教学之描述性研究。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-06-15 DOI: 10.1080/07434618.2026.2677478

Natalina Meuli, Anne-Laure Linder, Anne-Françoise de Chambrier, Catherine Martinet, Rachel Sermier Dessemontet

{"title":"A descriptive study on reading instruction provided to students with intellectual disability who use augmentative and alternative communication.","authors":"Natalina Meuli, Anne-Laure Linder, Anne-Françoise de Chambrier, Catherine Martinet, Rachel Sermier Dessemontet","doi":"10.1080/07434618.2026.2677478","DOIUrl":"10.1080/07434618.2026.2677478","url":null,"abstract":"Literacy is crucial for participating in education and society. However, most persons with intellectual disability (ID) who use augmentative and alternative communication (AAC) enter adulthood without functional literacy skills. Teaching practices may contribute to explain this phenomenon. Reading instruction for these students has scarcely been investigated. It is crucial to learn more about this issue. A qualitative descriptive study was conducted with 29 teachers working with 35 students with ID who use AAC. Sixty reading lessons were observed, and 28 semi-structured interviews were conducted with the teachers. Approximately half of the students received phonics instruction and phonological awareness training during reading lessons. Listening comprehension and vocabulary instruction were rarely provided. Fewer than a quarter of the students were given nonspoken ways to actively participate in reading instruction. The study's findings underscore the urgent need for in-service training and the development of evidence-based teaching materials to support teachers optimize reading instruction for students with ID who use AAC.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-12"},"PeriodicalIF":1.6,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148255459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AAC assessment experiences and training needs of professionals: Perspectives from South Africa. AAC评估经验和专业人员的培训需求：来自南非的观点。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-06-03 DOI: 10.1080/07434618.2026.2677475

Cathy Flores, Shakila Dada

{"title":"AAC assessment experiences and training needs of professionals: Perspectives from South Africa.","authors":"Cathy Flores, Shakila Dada","doi":"10.1080/07434618.2026.2677475","DOIUrl":"https://doi.org/10.1080/07434618.2026.2677475","url":null,"abstract":"Incorporating a co-design approach in the development of a training program, whereby intended recipients of the training are at the front end of the design process, is advantageous. Such an approach facilitates a deeper understanding of participants' experiences and identified needs. Since we identified a need for the training of professionals in augmentative and alternative communication (AAC) assessment, this study aimed to explore the assessment experiences and training needs of AAC professionals as the first phase in the co-design process of an online AAC training program. Two asynchronous online written focus groups were conducted with 15 participants from various professional backgrounds in South Africa. Thematic analysis was used to analyze the participants' contributions. Participants discussed the process of AAC assessment, highlighted various characteristics of AAC assessment and reported a variety of challenges faced when conducting an AAC assessment. They suggested aspects that should be included in a training program on AAC assessment and proposed strategies for the implementation of an online training program. The results confirmed that there is a need for a training program on AAC assessment for various professionals in AAC. Furthermore, the results highlight the experiences and training needs of such professionals.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-12"},"PeriodicalIF":1.6,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148160290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of an asynchronous, online training program for caregivers of children with autism using augmentative and alternative communication. 异步在线培训项目对自闭症儿童看护人使用辅助和替代交流的效果。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-06-01 Epub Date: 2025-12-23 DOI: 10.1080/07434618.2025.2567056

Meghan E Wendelken, Diane L Williams

{"title":"Effects of an asynchronous, online training program for caregivers of children with autism using augmentative and alternative communication.","authors":"Meghan E Wendelken, Diane L Williams","doi":"10.1080/07434618.2025.2567056","DOIUrl":"10.1080/07434618.2025.2567056","url":null,"abstract":"Individuals with autism who are minimally speaking often use augmentative and alternative communication (AAC). Communication partner training is an integral element of AAC intervention, and caregivers are ideal communication partners for supporting their child's language development. Asynchronous, online trainings may offer caregivers an accessible and flexible medium to learn to support their child's AAC communication. The current study used a single-case randomized multiple-probe design to evaluate the effects of an asynchronous, online caregiver training on caregiver's AAC strategy use in the context of shared book reading. Visual and statistical analyses were used to determine the presence and magnitude of effects. Four out of five caregivers acquired the target strategy. A functional relation was observed between the online training and caregiver strategy use in addition to individual components of the strategy (e.g., modeling). Tau-U nonoverlap calculations suggested medium to large effects of the intervention on caregiver strategy use. Asynchronous, online trainings may offer a valuable resource to caregivers of children who use AAC for communication, and caregivers may prefer the flexibility and accessibility that is associated with asynchronous trainings. Future research should work toward identifying how online programs can most effectively support widespread parent training and improve outcomes for children who require AAC.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"93-106"},"PeriodicalIF":1.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer-mediated aided AAC modeling: a systematic review. 同行介导辅助AAC模型：一项系统综述。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-05-12 DOI: 10.1080/07434618.2026.2655179

Olivia Wallace, Mandy Rispoli, Amanda Eiser-Hess, Bruna Gonçalves

引用次数: 0

Selection of graphic symbol collections by speech and language pathologists for students with autism spectrum disorder. 语言病理学家对自闭症谱系障碍学生图形符号集合的选择。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-05-05 DOI: 10.1080/07434618.2026.2650280

Vasiliki Hadjicharalambous, Donald Fuller, Eliada Pampoulou

{"title":"Selection of graphic symbol collections by speech and language pathologists for students with autism spectrum disorder.","authors":"Vasiliki Hadjicharalambous, Donald Fuller, Eliada Pampoulou","doi":"10.1080/07434618.2026.2650280","DOIUrl":"https://doi.org/10.1080/07434618.2026.2650280","url":null,"abstract":"Graphic symbol collections are often implemented in assessment and interventions with clients with autism spectrum disorder (ASD). The selection of the optimal collection is considered by speech-language pathologists (SLPs) a challenging task. Since limited literature exists on the factors that guide this selection specifically for clients with ASD, this study aimed to explore those in detail, for which a qualitative design was followed. Semi-structured interviews were conducted with SLPs who shared their views on the factors that affect this selection. A thematic analysis of the interview transcripts took place. The outcomes showed that SLPs focus on multiple factors, grouped as SLP-related factors (e.g., training on collection(s) of graphic symbols), client-related factors (e.g., age), family-related factors (e.g., opinions on graphic symbol collections), factors related to graphic symbol collections (e.g., iconicity), practical factors (e.g., cost), and assessment/intervention factors. Assessment methods such as trial-error and dynamic assessment to assist with this selection were also reported. The findings revealed the need to support SLPs in optimal symbol collection selection through evidence-based practices, helping to ensure that symbol selection is tailored to the communication needs of students with ASD.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-12"},"PeriodicalIF":1.6,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transparency of and preferences for Picture Communication Symbols and VoiceSymbol among young Taiwanese children with typical development. 典型发展台湾儿童对图像沟通符号与声音符号的透明度与偏好。

IF 1.6

Augmentative and alternative communication (Baltimore, Md. : 1985) Pub Date : 2026-05-04 DOI: 10.1080/07434618.2026.2650275

Meng-Ju Tsai, Pei-Chun Chen, Shwu-Jiuan Wang, Ren-Hau Li

{"title":"Transparency of and preferences for Picture Communication Symbols and VoiceSymbol among young Taiwanese children with typical development.","authors":"Meng-Ju Tsai, Pei-Chun Chen, Shwu-Jiuan Wang, Ren-Hau Li","doi":"10.1080/07434618.2026.2650275","DOIUrl":"https://doi.org/10.1080/07434618.2026.2650275","url":null,"abstract":"This study examined the transparency and preference for two augmentative and alternative communication (AAC) symbol collections-Picture Communication Symbols (PCS) and VoiceSymbol (VS)-among typically developing, Mandarin-speaking Taiwanese children. Thirty children (15 boys, 15 girls) completed two tasks: a transparency measurement matching spoken Mandarin referents (verbs and adjectives) to symbols in a six-symbol array, and a preference measurement using pairwise selection between VS and PCS. The results indicate no statistically significant difference in transparency between the VS and PCS; however, PCS symbols showed slightly higher transparency scores. Conversely, children demonstrated a statistically significant and strong preference for VS over PCS. These findings suggest that symbol transparency alone may not fully determine symbol preference, as preference may be influenced by other factors. While limited by a modest sample size (N = 30) and specific referents, this study provides insights into symbol perception within Taiwanese communities. Future research should expand the sample size, age groups, and linguistic categories to further explore these trends.","PeriodicalId":520566,"journal":{"name":"Augmentative and alternative communication (Baltimore, Md. : 1985)","volume":" ","pages":"1-13"},"PeriodicalIF":1.6,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0