Jenny Samuelsson, Emil Holmer, Jakob Å. Johnels, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg, Gunilla Thunberg
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The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 were interviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities.</p>\n </section>\n \n <section>\n \n <h3> Findings</h3>\n \n <p>The students expressed their views on speech and reading activities. The scored views on speech were positively associated with speech production, and the scored views on reading activities were positively related to reading ability. This suggests that their opinions as expressed through Talking Mats were consistent and reliable.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Most students with intellectual disabilities and communicative difficulties can reliably express their own opinions of their abilities when they are provided with a clear visual structure and pictorial support, such as Talking Mats. In this study, this was seen for students with a mild intellectual disability from age seven and onwards and for students with a more severe intellectual disability from 12 years of age and onwards.</p>\n </section>\n </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"23-35"},"PeriodicalIF":1.2000,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12543","citationCount":"0","resultStr":"{\"title\":\"My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats\",\"authors\":\"Jenny Samuelsson, Emil Holmer, Jakob Å. 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The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 were interviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Findings</h3>\\n \\n <p>The students expressed their views on speech and reading activities. 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My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats
Background
It can be challenging for people with intellectual disabilities to convey their thoughts and opinions because of cognitive, speech and language impairments. Consequently, facilitating their ability to communicate using augmentative and alternative communication methods is essential. The picture-based framework Talking Mats has been applied in many studies and has been shown to be successful in facilitating communication and soliciting views from individuals with intellectual disabilities and communication difficulties. The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities.
Methods
This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 were interviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities.
Findings
The students expressed their views on speech and reading activities. The scored views on speech were positively associated with speech production, and the scored views on reading activities were positively related to reading ability. This suggests that their opinions as expressed through Talking Mats were consistent and reliable.
Conclusions
Most students with intellectual disabilities and communicative difficulties can reliably express their own opinions of their abilities when they are provided with a clear visual structure and pictorial support, such as Talking Mats. In this study, this was seen for students with a mild intellectual disability from age seven and onwards and for students with a more severe intellectual disability from 12 years of age and onwards.
期刊介绍：
The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
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