{"title":"移动学习:为有严重身体和沟通障碍的儿童提供直立、免提、自主行动能力的考虑。","authors":"Fei Luo, Sarah W Blackstone","doi":"10.1080/07434618.2025.2495903","DOIUrl":null,"url":null,"abstract":"<p><p>Development in children is sometimes described as a series of isolated milestones, e.g., first smile, first word, sitting, crawling, first step, and so on, even though that is not actually how human development unfolds. Rather, many of the skills that emerge during childhood are better understood using neuroplasticity, dynamic systems theory, and embodied cognition. Based on these findings and theories, we explore the potential impact that upright, hands-free, self-initiated mobility can have on children with severe physical and communication disabilities who use augmentative and alternative communication, specifically focusing on their growth in communicative competence. We discuss research that demonstrates the benefits to children with different physical abilities when they engage in upright, hands-free, self-initiated mobility. This article reflects the World Health Organization's International Classification of Functioning, Disability and Health for Children and Youth by considering the importance of identifying functional communication needs and goals, taking into account participation barriers, communication limitations, and personal and environmental factors. We advocate for adopting family-centered, interprofessional collaborative service delivery models that more directly align with current theories of human development. Finally, we call for the adoption of implementation science to help bridge the existing gaps between theory and evidence-based practices.</p>","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":" ","pages":"1-8"},"PeriodicalIF":2.1000,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities.\",\"authors\":\"Fei Luo, Sarah W Blackstone\",\"doi\":\"10.1080/07434618.2025.2495903\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Development in children is sometimes described as a series of isolated milestones, e.g., first smile, first word, sitting, crawling, first step, and so on, even though that is not actually how human development unfolds. Rather, many of the skills that emerge during childhood are better understood using neuroplasticity, dynamic systems theory, and embodied cognition. Based on these findings and theories, we explore the potential impact that upright, hands-free, self-initiated mobility can have on children with severe physical and communication disabilities who use augmentative and alternative communication, specifically focusing on their growth in communicative competence. We discuss research that demonstrates the benefits to children with different physical abilities when they engage in upright, hands-free, self-initiated mobility. This article reflects the World Health Organization's International Classification of Functioning, Disability and Health for Children and Youth by considering the importance of identifying functional communication needs and goals, taking into account participation barriers, communication limitations, and personal and environmental factors. We advocate for adopting family-centered, interprofessional collaborative service delivery models that more directly align with current theories of human development. Finally, we call for the adoption of implementation science to help bridge the existing gaps between theory and evidence-based practices.</p>\",\"PeriodicalId\":49234,\"journal\":{\"name\":\"Augmentative and Alternative Communication\",\"volume\":\" \",\"pages\":\"1-8\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-05-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Augmentative and Alternative Communication\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1080/07434618.2025.2495903\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Augmentative and Alternative Communication","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/07434618.2025.2495903","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities.
Development in children is sometimes described as a series of isolated milestones, e.g., first smile, first word, sitting, crawling, first step, and so on, even though that is not actually how human development unfolds. Rather, many of the skills that emerge during childhood are better understood using neuroplasticity, dynamic systems theory, and embodied cognition. Based on these findings and theories, we explore the potential impact that upright, hands-free, self-initiated mobility can have on children with severe physical and communication disabilities who use augmentative and alternative communication, specifically focusing on their growth in communicative competence. We discuss research that demonstrates the benefits to children with different physical abilities when they engage in upright, hands-free, self-initiated mobility. This article reflects the World Health Organization's International Classification of Functioning, Disability and Health for Children and Youth by considering the importance of identifying functional communication needs and goals, taking into account participation barriers, communication limitations, and personal and environmental factors. We advocate for adopting family-centered, interprofessional collaborative service delivery models that more directly align with current theories of human development. Finally, we call for the adoption of implementation science to help bridge the existing gaps between theory and evidence-based practices.
期刊介绍:
As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide.
Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014).
Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).