Sarah W Blackstone, Fei Luo, R Michael Barker, Christine Roman-Lantzy, MaryAnn Romski, Rose A Sevcik, Vicki Casella
{"title":"使用辅助和替代交流的皮质/大脑视觉障碍、语言和运动障碍儿童：对学校记录的回顾性、纵向检查。","authors":"Sarah W Blackstone, Fei Luo, R Michael Barker, Christine Roman-Lantzy, MaryAnn Romski, Rose A Sevcik, Vicki Casella","doi":"10.1044/2025_AJSLP-24-00544","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal, retrospective study addresses the extent to which changes in functional vision, as measured by the CVI Range, are associated with changes in other developmental areas, specifically communicative competencies and the use of augmentative and alternative communication (AAC) modes and access methods.</p><p><strong>Method: </strong>Twelve students with cortical/cerebral visual impairment (CVI) and severe speech and motor impairments who rely on AAC strategies, tools, and technologies to communicate participated in the study. All participants were enrolled at The Bridge School in Hillsborough, CA, between the school years 2012-2013 and 2018-2019. The school's interprofessional collaborative team delivered an integrated, individualized educational program for students that included specific accommodations for CVI and the use of AAC. In this study, archived student records were reviewed using a systematic coding scheme.</p><p><strong>Results: </strong>Results showed that at the end of the study, all children's CVI Range scores improved. In addition, the measured areas related to communicative competence (i.e., social, linguistic, operational, strategic) also improved. The results for AAC modes and access methods varied, reflecting each student's uniqueness.</p><p><strong>Conclusions: </strong>Results support the need for speech-language pathologists, educators, and other service providers to offer these children opportunities to improve their use of vision. The results suggest that improvement in functional vision is strongly correlated with improvement across other areas of development, specifically related to communication competence. Students whose functional vision scores were lowest at baseline showed the greatest improvement, highlighting the importance of early identification and intervention for CVI. Clinical implications were discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29716511.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2795-2812"},"PeriodicalIF":2.5000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Children With Cortical/Cerebral Visual Impairment and Speech and Motor Impairments Who Use Augmentative and Alternative Communication: A Retrospective, Longitudinal Examination of School Records.\",\"authors\":\"Sarah W Blackstone, Fei Luo, R Michael Barker, Christine Roman-Lantzy, MaryAnn Romski, Rose A Sevcik, Vicki Casella\",\"doi\":\"10.1044/2025_AJSLP-24-00544\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This longitudinal, retrospective study addresses the extent to which changes in functional vision, as measured by the CVI Range, are associated with changes in other developmental areas, specifically communicative competencies and the use of augmentative and alternative communication (AAC) modes and access methods.</p><p><strong>Method: </strong>Twelve students with cortical/cerebral visual impairment (CVI) and severe speech and motor impairments who rely on AAC strategies, tools, and technologies to communicate participated in the study. All participants were enrolled at The Bridge School in Hillsborough, CA, between the school years 2012-2013 and 2018-2019. The school's interprofessional collaborative team delivered an integrated, individualized educational program for students that included specific accommodations for CVI and the use of AAC. In this study, archived student records were reviewed using a systematic coding scheme.</p><p><strong>Results: </strong>Results showed that at the end of the study, all children's CVI Range scores improved. In addition, the measured areas related to communicative competence (i.e., social, linguistic, operational, strategic) also improved. The results for AAC modes and access methods varied, reflecting each student's uniqueness.</p><p><strong>Conclusions: </strong>Results support the need for speech-language pathologists, educators, and other service providers to offer these children opportunities to improve their use of vision. 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Children With Cortical/Cerebral Visual Impairment and Speech and Motor Impairments Who Use Augmentative and Alternative Communication: A Retrospective, Longitudinal Examination of School Records.
Purpose: This longitudinal, retrospective study addresses the extent to which changes in functional vision, as measured by the CVI Range, are associated with changes in other developmental areas, specifically communicative competencies and the use of augmentative and alternative communication (AAC) modes and access methods.
Method: Twelve students with cortical/cerebral visual impairment (CVI) and severe speech and motor impairments who rely on AAC strategies, tools, and technologies to communicate participated in the study. All participants were enrolled at The Bridge School in Hillsborough, CA, between the school years 2012-2013 and 2018-2019. The school's interprofessional collaborative team delivered an integrated, individualized educational program for students that included specific accommodations for CVI and the use of AAC. In this study, archived student records were reviewed using a systematic coding scheme.
Results: Results showed that at the end of the study, all children's CVI Range scores improved. In addition, the measured areas related to communicative competence (i.e., social, linguistic, operational, strategic) also improved. The results for AAC modes and access methods varied, reflecting each student's uniqueness.
Conclusions: Results support the need for speech-language pathologists, educators, and other service providers to offer these children opportunities to improve their use of vision. The results suggest that improvement in functional vision is strongly correlated with improvement across other areas of development, specifically related to communication competence. Students whose functional vision scores were lowest at baseline showed the greatest improvement, highlighting the importance of early identification and intervention for CVI. Clinical implications were discussed.
期刊介绍：
Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.
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