Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

2013 ◽  
Vol 8 (4) ◽  
pp. 16-21
Author(s):  
Nicole Talkington ◽  
◽  
T. F. McLaughlin ◽  
K. Mark Derby ◽  
Alison Clark ◽  
...  
Keyword(s):  
Augmentative And Alternative Communication ◽  
Developmental Delays ◽  
Alternative Communication ◽  
Communication Device

The Evolution of Augmentative Communication and the Importance of Alternate Access

2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cell Phone ◽  
Handheld Devices ◽  
Alternative Communication ◽  
Access Methods ◽  
The Past ◽  
Communication Device ◽  
Internet Browser ◽  
A Cell ◽  
Development Of Language

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.

scholarly journals Effectiveness of a Supports-Based Approach to Peer Interactions of an Autistic Student in the Classroom: A Mixed-Methods Study

2021 ◽  
pp. 1-17
Author(s):  
Verónica Vidal ◽  
Laura DeThorne
Keyword(s):  
Mixed Methods ◽  
Augmentative And Alternative Communication ◽  
Peer Interactions ◽  
Single Case ◽  
Functional Relation ◽  
Social Supports ◽  
Mixed Methods Study ◽  
Alternative Communication ◽  
Communication Device ◽  
Moderate Effect Size

Purpose This mixed-methods study examined the effect of a supports-based intervention on the interactions between John, a 9-year-old minimally speaking autistic student with access to a speech-generating augmentative and alternative communication device, and nonautistic peers in the classroom. Method We used a single-case experimental ABAB design to evaluate the relation between provision of social supports and the frequency of communicative offers between John and one nonautistic peer, Ethan. In addition, we integrated interview data and situated discourse analyses involving a variety of adult and child participants to illustrate the nature of peer interactions both before and during provision of social supports. Results In summary, visual inspection of the single-case data supported a functional relation of moderate effect size between the provision of social support and an increased frequency of communicative offers between John and Ethan. Results from the discourse analysis suggested that social supports led to the (a) emergence of completed turns across peers, (b) flexible use of multimodal communicative resources, and (c) movement toward egalitarian interactions. Conclusions This study is one of the first to provide experimental evidence for a supports-based approach to peer interactions involving a minimally verbal autistic student. Clinical implications focus on encouraging flexible multimodality and adopting a strength-based approach that fosters autistic sociality.

scholarly journals Facilitators’ use of a communication device following children’s aided turns in everyday interaction

2021 ◽  
pp. 67-98
Keyword(s):  
Augmentative And Alternative Communication ◽  
Local Context ◽  
Speech Impairments ◽  
Alternative Communication ◽  
Communication Device ◽  
Communication Needs ◽  
Device Use ◽  
Instructional Interaction ◽  
Everyday Communication

This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.

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