Guidelines for Meeting the Communication Needs of Persons with Severe Disabilities

1991 ◽  
Vol 19 ◽  
pp. 41-48
Keyword(s):  
Severe Disabilities ◽  
Communication Needs

Update From the National Joint Committee for the Communication Needs of Persons With Severe Disabilities

2001 ◽  
Vol 10 (2) ◽  
pp. 24-27 ◽  
Author(s):  
Lee K. McLean ◽  
Beth Mineo ◽  
Pat Mirenda ◽  
Diane Paul-Brown ◽  
Mary Ann Romski ◽  
...  
Keyword(s):  
Severe Disabilities ◽  
Communication Needs ◽  
National Joint Committee

Update From the National Joint Committee on the Communication Needs of Persons With Severe Disabilities

2001 ◽  
Vol 8 (1) ◽  
pp. 28-32
Author(s):  
Lee K. McLean ◽  
Beth Mineo Molica ◽  
Pat Mirenda ◽  
Diane Paul-Brown ◽  
Mary Ann Romski ◽  
...  
Keyword(s):  
Severe Disabilities ◽  
Communication Needs ◽  
National Joint Committee

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Susan M. Bruce ◽  
Susan M. Bashinski
Keyword(s):  
Severe Disabilities ◽  
Collaborative Practice ◽  
Communication Intervention ◽  
Future Research ◽  
Knowledge And Skills ◽  
Interprofessional Collaborative Practice ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Needs ◽  
Fidelity Measures

PurposeIndividuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized.MethodA literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994–2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles.ConclusionEffective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.

scholarly journals Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

2016 ◽  
Vol 121 (2) ◽  
pp. 121-138 ◽  
Author(s):  
Nancy C. Brady ◽  
Susan Bruce ◽  
Amy Goldman ◽  
Karen Erickson ◽  
Beth Mineo ◽  
...  
Keyword(s):  
Family Members ◽  
Effective Communication ◽  
Severe Disabilities ◽  
Bill Of Rights ◽  
Communication Services ◽  
Services And Supports ◽  
Communication Needs ◽  
National Joint Committee

Abstract The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 115-131
Author(s):  
Jessica Caron ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Word Reading ◽  
Single Case ◽  
Severe Disabilities ◽  
Book Reading ◽  
Single Word ◽  
Complex Communication Needs ◽  
Speech Output ◽  
Communication Needs ◽  
Single Word Reading ◽  
Target Words

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and complex communication needs. The study implemented a single-case multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. During intervention, the T2L feature was activated for targeted words during a book reading activity. The dependent variable was the number of 10 target words correctly identified. With only limited exposure to the T2L feature, the five participants all demonstrated increased accuracy in identification of 10 target words. Four of the five participants generalized learning to use a text-only display for the 10 target words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output can positively impact the single-word reading of participants. This adaptation in AAC system design could be used to support improved outcomes in both language and literacy.

Concerns regarding the Application of Restrictive “Eligibility” Policies to Individuals Who Need Communication Services and Supports: A Response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities

2003 ◽  
Vol 28 (2) ◽  
pp. 70-78 ◽  
Author(s):  
Martha E. Snell ◽  
Kevin Caves ◽  
Lee McLean ◽  
Beth Mineo Mollica ◽  
Pat Mirenda ◽  
...  
Keyword(s):  
Family Members ◽  
Severe Disabilities ◽  
Position Statement ◽  
Eligibility Criteria ◽  
Communication Services ◽  
School Aged Children ◽  
Services And Supports ◽  
Communication Needs ◽  
National Joint Committee ◽  
Communication Supports

Sometimes communication supports and services for school-aged children with extensive disabilities are re-duced over time or removed on the basis of inappropri-ate reasons or eligibility criteria that are flawed. Family members may feel unequipped to argue against the de-cisions that schools or agencies make for their child, and professionals may be in a difficult position to disagree with their administrators. The National Joint Committee for the Communication Needs of Persons with Severe Disabilities has written a position statement on these re-strictive eligibility practices. This position statement ad-dresses concerns about inappropriate eligibility criteria and may be used to help individuals, family members, and providers gain access to necessary communication supports and services.

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

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