An Examination of Preference for Augmentative and Alternative Communication Devices with Two Boys with Significant Intellectual Disabilities

Selecting an appropriate mode of communication is an important clinical decision when beginning an augmentative and alternative communication (AAC) intervention. In the present study, we investigated whether two boys with significant intellectual disabilities would show a preference for using one of three AAC devices. Initially, the boys were taught to use three AAC devices (i.e., Cyrano Communicator™, Mini-MessageMate™, and a Picture Communication Board) using a multiple-probe-across-devices design. One participant was successful with only one device, while the other was successful in acquiring basic use of all three devices (i.e., making a request using the device and demonstrating correspondence between the picture icon and item requested). The child who acquired basic use of all three devices participated in the second phase. A choice assessment was conducted using a free-operant paradigm to determine which of the three devices he preferred. In the final phase, the most preferred device was targeted for more specific instruction (i.e., retrieving the device from a distance, turning the device on, approaching a communication partner, getting the communication partner’s attention, and using the device to make a request), using a changing criterion design. Results for this participant indicated that he had a clear preference for one device and was able to learn how to use it in a more functional manner. Limitations and suggestions for future research are discussed.

from AAC: Augmentative and Alternative Communication

The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.

from AAC: Augmentative and Alternative Communication

Telephone-mediated communication effects on young children’s oral and written narratives

This study tested the effectiveness of a telephone-mediated language intervention on enhancing young children’s recontextualization processes in narrative expression. A four-week training program was incorporated into a primary school language-arts curriculum to investigate whether telephone experience designed to heighten listener awareness would augment oral and written narrative skill development. Findings supported predictions that telephone experience would affect both oral and written narrative expression. The telephone intervention enhanced oral psycholinguistic and narrative productivity over the face-to-face comparison treatment. Older students wrote significantly more sophisticated stories than younger students and the telephone enriched the written narratives of older children more than did in-person training. These findings advance theory and highlight educational benefits of a focus on recontextualization processes in distanced communication for understanding and advancing the role of audience awareness in emergent literacy development.

from First Language

Efficacy of Interventions to Improve Motor Development in Young Children: A Systematic Review

CONCLUSIONS: This review highlights the limited quantity and quality of interventions to improve motor development in young children. The following recommendations are made: (1) both teachers and researchers should be involved in the implementation of an intervention; (2) parental involvement is critical to ensuring transfer of knowledge from the intervention setting to the home environment; and (3) interventions should be methodologically sound and follow guidelines detailed in the CONSORT or TREND statement.

from Pediatrics

Implementation of computer-based language therapy in aphasia

A first step in evaluating the use of computers in language therapy for individuals with aphasia is to establish the treatment as active in small groups prior to large-scale clinical trials. The present study evaluated a comprehensive computer-based language therapy program in a group of eight individuals with chronic in aphasia varying broadly in age, time post onset and aphasia type. Results revealed an overall therapeutic benefit in auditory comprehension, as well as positive trends in functional communication. Findings suggest that comprehensive therapy programs may be beneficial for many individuals with aphasia, and computer-based therapy may be one feasible avenue of providing this intervention.

from Therapeutic Advances in Neurological Disorders

Cross-Language Generalization following Treatment in Bilingual Speakers with Aphasia: A Review

The focus of this article is on the potential transfer or generalization of positive effects from a treated to an untreated language in bilingual or multilingual individuals with primary acquired aphasia. Twelve studies are reviewed: All were previously published in English in peer-reviewed journals. Half of these studies failed to account for spontaneous recovery. Results from the remaining case reports and single-subject studies are mixed, with four finding evidence for cross-language generalization under some conditions and two finding that improved language performance was restricted to the treated language. Collective findings are discussed within the broader literature in terms of factors to consider when planning for effective, efficient intervention with bilinguals with aphasia.

from Seminars in Speech and Language

A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1

This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental groups), or to balanced literacy approaches delivered by their classroom teachers (control group). Two computer-based interventions—a phoneme-based synthetic phonics method and a rime-based analytic phonics method—were contrasted. Children were taught 4 times per week for 12 weeks in small groups. There were significant improvements in letter knowledge in the analytic phonics program and significant improvements in phonological awareness, listening comprehension, and reading comprehension at immediate posttest and in phonological awareness and reading fluency at a delayed posttest in the synthetic phonics program. Effect size analyses confirmed that both interventions had a significant impact on literacy at both posttests. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

from the Journal of Educational Psychology

Speech pathology services for primary progressive aphasia: Exploring an emerging area of practice

Conclusion: PPA appears to be an area of under-referral for speech pathologists in NSW. We would like to see increased referrals to speech pathology services and promotion of the role of the speech pathologist on dementia care teams. There is evidence that speech pathology intervention with this population can be effective. It is recommended that intervention targets both impairment and activity-participation levels but also we stress the importance of education and support that is specifically tailored to those with progressive language disorders.

from Aphasiology

When nouns and verbs degrade: Facilitating communication in semantic dementia

Conclusions: Targeting conversational effectiveness in terms of communicative functions offers a promising and ecologically valuable intervention for people with semantic dementia, as it allows individuals with this form of dementia to connect meaningfully with people in their immediate surroundings well into the later stages of the disease.

from Aphasiology

Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language

Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results found in Hebrew equally apply to an orthographically transparent language. Training results of 59 Dutch children with reading disabilities and normally achieving children show that children with reading disabilities are able to increase their sentence reading rate with high comprehension levels when pushed to do so with accelerated reading training. Posttest results show that transfer to routine reading is less strong for both accelerated and unaccelerated reading. Only accelerated training allows children with reading disabilities to read at high speed while maintaining high comprehension levels.

from the Journal of Learning Disabilities

The Role of Strength Training in Speech Sound Disorders

Strengthening of the articulators is commonly used to help children improve sound production accuracy, even though the relationship between weakness and speech function remains unclear. Clinicians considering the use of strength training must weigh both the theoretical foundations and the evidence supporting this practice. Widely accepted principles of strength training are available to guide the evaluation of strength training programs. Training specificity requires that exercises closely match the targeted functional outcome. The exercises must overload the muscles beyond their typical use, and this overload must be systematically progressed over time. Finally, the strength training program must incorporate adequate time between exercise sessions to allow for recovery. The available research does not support the position that nonspeech oral motor exercises (NSOMEs) targeting increased strength is beneficial for improving speech accuracy. An example of a speech-based strengthening program is provided to illustrate how appropriate training principles could lead to more positive outcomes. A much larger body of research is needed to determine the conditions under which strength training is most appropriately applied in the treatment of childhood speech disorders.

from Seminars in Speech and Language

The Role of Strength Training in Speech Sound Disorders

Strengthening of the articulators is commonly used to help children improve sound production accuracy, even though the relationship between weakness and speech function remains unclear. Clinicians considering the use of strength training must weigh both the theoretical foundations and the evidence supporting this practice. Widely accepted principles of strength training are available to guide the evaluation of strength training programs. Training specificity requires that exercises closely match the targeted functional outcome. The exercises must overload the muscles beyond their typical use, and this overload must be systematically progressed over time. Finally, the strength training program must incorporate adequate time between exercise sessions to allow for recovery. The available research does not support the position that nonspeech oral motor exercises (NSOMEs) targeting increased strength is beneficial for improving speech accuracy. An example of a speech-based strengthening program is provided to illustrate how appropriate training principles could lead to more positive outcomes. A much larger body of research is needed to determine the conditions under which strength training is most appropriately applied in the treatment of childhood speech disorders.

from Seminars in Speech and Language

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

from AAC: Augmentative and Alternative Communication

Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication

The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.

from AAC: Augmentative and Alternative Communication

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

from AAC: Augmentative and Alternative Communication