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No AccessPerspectives on Augmentative and Alternative CommunicationForum1 May 1999Forum: Specialty Recognition Krista M. Wilkinson Krista M. Wilkinson Shriver Center for Mental Retardation Google Scholar More articles by this author https://doi.org/10.1044/aac8.2.13 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "Forum: Specialty Recognition." Perspectives on Augmentative and Alternative Communication, 8(2), p. 13 Additional Resources FiguresReferencesRelatedDetails Volume 8Issue 2May 1999Pages: 13-13 Get Permissions Add to your Mendeley library History Published in issue: May 1, 1999 Metrics Topicsasha-sigsasha-topicsleader-topicsasha-article-typesCopyright & Permissions© 1999 American Speech-Language-Hearing AssociationLoading ...Keywords:
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Because a variety of augmentative communication devices exist, ranging from high technology speech synthesizers to low technology communication boards, members of educational teams are faced with a number of important decisions when attempting to meet the communication needs of persons with severe disabilities. This paper discusses some of the factors that educational teams may need to consider when selecting communication devices for learners with severe disabilities. Consideration of the various components and features of both high and low technology devices may assist parents and professionals in selecting appropriate augmentative communication options for students with severe disabilities.
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AbstractAugmentative Communication and Empowerment Supports (ACES), a unique approach to augmentative communication mastery and empowerment for adults with significant physical and speech disabilities, is described. In addition, the results of a questionnaire developed to measure participants' outcomes are reported for those participants who attended ACES between 1990 and 1992. After a 2-week immersion program and 1 year of follow-up training and supports, most of the 17 adults who responded to a questionnaire reported that learning to use a communication device had substantially helped them in many of the major life activities such as communication, maintaining a source of income, and acquiring new skills. The scope of communication was quite broad, including communicating with unfamiliar people, in a group; on the telephone; writing; giving formal presentations; and engaging in a wide range of advocacy. Based on this data, “best practices” in augmentative and alternative communication (AAC) are described as well as major issues still facing people with significant physical and speech disabilities.Keywordsadults aided communication communication competence efficacy empowerment intervention service delivery user perspective
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This study aims to help children with autism spectrum disorder (ASD) with difficulties communicating, especially expressive language. This research develops alternative and augmentative communication media needed in expressing his wishes to the people around him in everyday life. This study uses a research and development (R&D) model with a qualitative descriptive approach to explaining alternative and augmentative communication media use. This research results in an alternative and augmentative communication media called "Famopa". The development of the media has been adapted to the subject's knowledge in shape recognition, symbol systems, and the subject's communication skills and effectively helps the subject express his wishes. From the development of alternative and augmentative communication media, "Famopa", the expected implication is that it can help subjects communicate with their surroundings, especially in expressing their desires.
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ABSTRACT Objectives: to map the benefits of Augmentative and Alternative Communication in ventilated adults in Intensive Care Unit and identify strategies used. Methods: a Scoping Review was carried out according to the Joanna Brigs Institute Protocol. The research question was: “In adult patients ventilated in Intensive Care Units, what are the benefits of Augmentative and Alternative Communication?”. An article research was carried out at PubMed, EBSCOhost and B-On databases. It was held between October and November 2018, from 2013 to 2018, in Portuguese and in English. Results: 61 references were obtained. After selection according to the inclusion criteria, 7 articles were analyzed. Conclusions: studies enunciate Augmentative and Alternative Communication as a strategy to enhance communication, describing methods and tools. There is no agreement on the most effective tool.
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This article provides a review of the empirical literature on a number of topics related to augmentative and alternative communication (AAC) and assistive technology as they have been used to support communication and learning in individuals with autism/PDD-NOS. The review is presented in six main topic areas: Assessment, Staff/ Family Training, Supports for Augmented Input, Supports for Augmented Input + Output, Supports for Augmented Output, and Assistive Technology for Communication and Learning. Finally, recommendations for future research are provided.
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No AccessPerspectives on Augmentative and Alternative CommunicationEditorial1 Apr 2014From the Guest Editor Meher Banajee Meher Banajee Google Scholar More articles by this author https://doi.org/10.1044/aac23.2.63 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "From the Guest Editor." Perspectives on Augmentative and Alternative Communication, 23(2), pp. 63–64 References Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing Co. Google Scholar Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, MD: Paul H. Brookes Publishing Co. Google Scholar Dowden, P. A. (1999). Augmentative & Alternative Communication for Children with Motor Speech Disorders.In A. Caruso, & E. A. Strand (Eds.) Clinical Management of Motor Speech Disorders of Children. New York: Thieme Publishing Co. Google Scholar Dowden, P. A., & Cook, A. M. (2002). Selection Techniques for Individuals with Motor Impairments.In J. Reichle, D. Beukelman, & J. Light (Eds.). Implementing an augmentative communication system: Exemplary strategies for beginning communicators. Baltimore, MD: Brookes. Google Scholar Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems.Augmentative and Alternative Communication, 5, 137–144. CrossrefGoogle Scholar Additional Resources FiguresReferencesRelatedDetails Volume 23Issue 2April 2014Pages: 63-64 Get Permissions Add to your Mendeley library History Published in issue: Apr 1, 2014 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & PermissionsCopyright © 2014 American Speech-Language-Hearing AssociationPDF DownloadLoading ...
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Augmentative communication systems enable non-speaking people to communicate using letters, words, phrases and sentences. Few systems provide support for longer lengths of text despite the fact that most day-to-day conversation is characterised by 'story telling'. This paper discusses the need for communication systems to facilitate this type of interaction, whilst allowing for other modes of communication. A case history detailing the use of a prototype system with an adult with dysphasia illustrates that providing augmentative communication should not be restricted to expression of 'needs and wants', but should enable the non-speaking individual to share past experience and future hopes.
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The paper deals with the development of a community-based service for the implementation of augmentative and alternative communication (AAC) strategies for people with severely limited verbal expression. The concept of community-based intervention is explained and the process of training as done in the Centre for Augmentative and Alternative Communication(CAAC), is described. Data of pre- and post-training evaluations is discussed as well as follow-up data obtained in the various training contexts. Finally, critical issues related to the follow-up data are discussed.
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No AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Aug 2007Evidence-Based Practice and Research Support for the Use of Speech Generating Devices as a Functional Communication Mode for Individuals With Autism Maureen M. Schepis Maureen M. Schepis Private Practice (Applied Behavioral Consultant)Morganton, NC Google Scholar More articles by this author https://doi.org/10.1044/aac16.2.18 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Dattilo, J., & Camarata. (1991). Facilitating conversation through self-initiated augmentative communication treatment.Journal of Applied Behavior Analysis, 24, 369–378. CrossrefGoogle Scholar Durand, V. M. (1999). Functional communication training using assistive devices: Effects on challenging behavior and affect.Journal of Applied Behavior Analysis, 9, 168–176. Google Scholar McGregor, G., Young, J., Gerak, J., Thomas, B., & Vogelsberg, R.T. (1992). Increasing functional use of an assistive communication device by a student with severe disabilities.Augmentative and Alternative Communication, 8, 243–249. CrossrefGoogle Scholar Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids.Language, Speech and Hearing Services in Schools, 34, 203–216. ASHAWireGoogle Scholar National Joint Committee for the Communicative Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communicative needs of persons with severe disabilities.Asha, 34 (March, Supp. 7), 1–8. Google Scholar Schepis, M. M., & Reid, D. H. (2003). Issues affecting staff enhancement of speech-generating device use among people with severe cognitive disabilities.Augmentative and Alternative Communication, 19(1), 59–65. Google Scholar Schepis, M. M., & Reid, D. H. (1995). Effects of a voice output communication aid on interactions between support personnel and an individual with multiple disabilities.Journal of Applied Behavior Analysis, 28, 73–77. CrossrefGoogle Scholar Schepis, M. M., Reid, D.H., & Behrmann, M. M. (1996). Acquisition and functional use of voice output communication by persons with profound multiple disabilities.Behavior Modification, 20, 451–468. Google Scholar Schepis, M. M., Reid, D. H., & Behrmann, M. M., & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching.Journal of Applied Behavior Analysis, 31, 561–578. CrossrefGoogle Scholar Schlosser, R. W. (2003). Roles of speech output in augmentative and alternative communication: Narrative review.Augmentative and Alternative Communication, 19, 5–27. Google Scholar Sigafoos, J., Didden, R., & O'Reilly, M. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities.Augmentative and Alternative Communication, 19(1) 37–47. CrossrefMedlineGoogle Scholar Soto, G., Belfiore, P. J., Schlosser, R. W., & Haynes, C. (1993). Teaching specific requests: A comparative analysis on skill acquisition and preference using two augmentative and alternative communication aids.Education and Treatment in Mental Retardation, 2, 169–178. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 16Issue 2August 2007Pages: 18-21 Get Permissions Add to your Mendeley library History Published in issue: Aug 1, 2007 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & PermissionsCopyright © 2007 American Speech-Language-Hearing AssociationPDF downloadLoading ...
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