Augmentative and Alternative Communication最新文献

Social interaction plays a pivotal role in human development, influencing cognitive, emotional, and communicative growth across all stages of life. Integrating augmentative and alternative communication (AAC) devices into social interactions, especially during dynamic activities such as play, introduces cognitive complexity. This forum explores leveraging smart device design and technology to help integrate AAC into dynamic social interactions, focusing specifically on play. Using the framework of interactivity and simplicity, which are important elements for improving usability of smart devices, we provide example applications of how smart device features such as multimodal control, animation, artificial intelligence, contextual awareness, and augmented reality may be applied to AAC to promote dynamic interactions and support communication partners. Our aim is to inspire advancements in AAC that prioritize playfulness, inclusivity, and children's unique needs. We intend to encourage future discussions and research that incorporate AAC users' perspectives and support networks, fostering optimal integration of AAC tools into playful activities to support communication and social development.

Functional communication is crucial for mental health and for coping with mental health problems. People with disabilities are at increased risk of mental health problems, and people who use augmentative and alternative communication (AAC) are reported to be at greater risk of depression and anxiety than people without impairments. This scoping review summarizes existing knowledge about the mental health and mental health problems of people who use AAC. The review includes nine publications, published between 2001 and 2022. These mainly report on adults and elderly people who use AAC. Four of the nine publications included people who use AAC due to acquired impairments. None of the studies reported the prevalence of mental health problems and only a few addressed factors of positive mental health. The results indicate a shortage of theoretical accounts for most of the publications included, and the publications are not built on each other. The scarcity of knowledge is discussed in relation to the idea that the need for communicative support is a need based on communicative functioning rather than any diagnostic category and thus not visible in much of the health literature based on diagnostic categories. Several implications for practice and research are suggested.

Request training can produce highly repetitive requests unless the setting is organized to encourage request diversity, particularly for individuals who depend on speech-generating devices (SGDs). Previous studies have shown that request training utilizing a lag schedule and progressive-time delay led to an increase in variability among children diagnosed with autism spectrum disorder (ASD). The impact of lag schedules on augmented requesting remains to be seen. Hence, the present research aimed to examine the effect of a lag schedule of reinforcement in conjunction with progressive-time delay on enhancing the frequency of variant augmented requests in three children with ASD. Additionally, the study assessed the participants' ability to apply the acquired skills to different situations (such as preferred objects and daily routines) and sustain the desired behavior. The initial findings indicated that the intervention effectively boosted varied augmented requests, mainly when using a thinner schedule of reinforcements. The paper concludes by discussing the clinical significance, constraints, and potential paths for future investigation.

Use of augmentative and alternative communication (AAC) often relies on the involvement of AAC service providers; however little is known about how AAC services are delivered across Canada. This study aimed to explore AAC service provision and factors influencing use of AAC from the perspectives of service providers across Canada who are involved in providing and/or supporting use of AAC systems. The 22 participants from nine (of the 10) provinces participated in online focus groups. Participants were speech-language pathologists, occupational therapists, communicative disorders assistants, and a teacher. Transcripts of the audio recordings were analyzed using reflexive thematic analysis. Four themes were generated that reflect service-related factors contributing to the use of AAC in Canada: Support of Organizational Structures, Concordant Relationships and Goals, Making the Right Decisions, and Influence of Knowledge and Attitudes. These themes highlight how government systems, key stakeholders, assessment practices, and knowledge of AAC influence service provision and use of AAC. Voices from across Canada highlighted shared experiences of services providers as well as revealed variability in service delivery processes. The findings bring to attention a need for further research and development of service provision guidelines to support consistency, quality in practice, and equity in AAC services.

Many children who require hospitalization in the pediatric intensive care unit (ICU) are unable to or have difficulty communicating through speech, whether because of preexisting or acute conditions. Children who are unable to be heard and understood using only speech benefit from aided augmentative and alternative communication (AAC), including in hospital settings. This qualitative interview study sought to understand the perspectives of nurses on care and support for children who use or would benefit from aided AAC in the pediatric ICU. Participants were six nurses who worked in pediatric intensive care at a tertiary care unit of a children's hospital in the United States. Three main themes were identified related to nurses' views about supporting children's communication: (a) Caring for the Whole Child, (b) Needing Support from Others and Moving between Roles, and (c) Working with Available Resources and Demands. Nurses emphasized the importance of a holistic approach to care, the impact of others' support and knowledge, and a desire for building greater capacity for promoting children's access to effective communication. Findings offer insight that could improve patient-centered care for children with complex communication needs and support for nurses themselves, particularly within the broader context of ICU liberation.

The relationships between the use of nouns and verbs, and other word classes have been well established in the typical language development literature. However, questions remain as to whether the same relationships are seen in the language use of individuals who use graphic symbol-based augmentative and alternative communication (AAC). The aim of the study was to examine relationships between the use of verbs and nouns, and the use of prepositions, adverbs, and adjectives through a secondary analysis of language transcripts taken from 12 children and adolescents who used aided AAC in conversation with an adult. A series of multiple linear mixed-effect regression analyses showed a positive predictive association between the use of verbs and the use of prepositions and adverbs, as well as a positive predictive relationship between the use of nouns and the use of adjectives. The theoretical and practical implications of these findings are discussed.

The current study explored both the extent to which representation of augmentative and alternative communication (AAC) exists in young adult literature, as well as qualitative characteristics of that representation. A systematic search of multiple databases was conducted using standardized keywords and inclusion criteria. Descriptive statistics and literary content analysis were employed in order to analyze quantitative and qualitative information about each of the 32 novels that fit inclusion criteria. Results indicated that, while representation of AAC in young adult fiction largely aligned with existing statistics regarding types of AAC devices used, stories often differed from current information about the most common etiologies of AAC users. Analyses of character development revealed most featured AAC-using characters were multidimensional and expressed positive attitudes regarding their devices, although some characters also expressed frustration. These results indicated that representation of AAC in young adult literature was sparse. However, the representation that did exist at least partially reflected reality and may represent a positive portrayal of AAC use and users.

This exploratory interpretative qualitative study aimed to investigate environmental factors influencing "in the moment" decisions about use of graphic symbols or spelling in face-to-face communicative interactions, by adolescents who use communication aids and are learning how to spell. The participants were six adolescents (who used speech generating devices) and their mothers. Data collection consisted of seven to eight communicative interactions between adolescents and their mothers and follow up interviews with the participants. Each dyad took part in three Zoom sessions. Researchers identified the communication mode shifts between graphic symbols and spelling during interactions and subsequently discussed with participants the reasons for these shifts. The interview data were analyzed using Charmaz's constructivist grounded theory approach to coding. The analysis revealed three themes explaining environmental factors relevant to choosing spelling or graphic symbols in communicative interactions, which were: (a) features of the communication aid; (b) communication partner's skills and their knowledge of the shared experience; and (c) opportunities to practice and use spelling. The findings provide insights into the importance of providing opportunities to practice and use spelling, communication partner's skills and knowledge of shared experience and communication aid technology design which can help to facilitate spelling during communicative interactions.