Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients...
{"title":"AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study","authors":"Lynn E. Fox","doi":"10.1044/AAC21.4.136","DOIUrl":"https://doi.org/10.1044/AAC21.4.136","url":null,"abstract":"Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"136-143"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Consider this: Communication is not just about the means of expression! Too often we see the focus of intervention placed on some symbolic form without consideration for the child's unders...
{"title":"Understanding the Importance of the Partner in Communication Development for Individuals With Sensory and Multiple Disabilities","authors":"P. Schweigert","doi":"10.1044/AAC21.4.167","DOIUrl":"https://doi.org/10.1044/AAC21.4.167","url":null,"abstract":"Abstract Consider this: Communication is not just about the means of expression! Too often we see the focus of intervention placed on some symbolic form without consideration for the child's unders...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"167-173"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (.AAC% successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also teach} peer partners how to use AAC highlight strategies to recruit peers without disabilities systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions.
{"title":"Peer-Mediated AAC Instruction for Young Children with Autism and other Developmental Disabilities.","authors":"Kathy Thiemann-Bourque","doi":"10.1044/aac21.4.159","DOIUrl":"https://doi.org/10.1044/aac21.4.159","url":null,"abstract":"<p><p>Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (.AAC% successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also teach<sub>}</sub> peer partners how to use AAC highlight strategies to recruit peers without disabilities systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions.</p>","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/aac21.4.159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32001421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Challenges associated with the provision of AAC treatment can be daunting, especially in light of the intense training requirements of many populations. Stakeholder training can optimize t...
{"title":"Stakeholders as Partners: Making AAC Work Better","authors":"B. Ogletree","doi":"10.1044/AAC21.4.151","DOIUrl":"https://doi.org/10.1044/AAC21.4.151","url":null,"abstract":"Abstract Challenges associated with the provision of AAC treatment can be daunting, especially in light of the intense training requirements of many populations. Stakeholder training can optimize t...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"151-158"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article focuses on culturally responsive AAC practice. Including parents in the process is essential to ensure that children with significant communication impairments receive the mos...
{"title":"Training Partners in AAC in Culturally Diverse Families","authors":"G. Soto","doi":"10.1044/AAC21.4.144","DOIUrl":"https://doi.org/10.1044/AAC21.4.144","url":null,"abstract":"Abstract This article focuses on culturally responsive AAC practice. Including parents in the process is essential to ensure that children with significant communication impairments receive the mos...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"9 7 1","pages":"144-150"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Department of Speech and Hearing Sciences, University of New Mexico Albuquerque, NM It could be argued that the growing technological focus of today’s global society is raising the collective consciousness for how technology can be used as a communication tool. As technology that allows us to communicate across a variety of modes (e.g., text, video chat, social media outlets) becomes commonplace within our daily interactions, the dynamic and transactional nature of communication becomes more apparent. On the positive side, it is possible for us to successfully enhance our interactions and relationships with others through the use of a variety of mobile and web-based technologies as we share up-to-the-minute thoughts, photos, and videos. On the other hand, the use of such technologies can become overwhelming, and we run the risk of bombarding those with whom we interact with an inordinate amount of information that may ultimately have a negative effect on our interactions and relationships. Perhaps there is a certain skill set that some people have or have developed that allows them to functionally and successfully communicate via technology, whereas others may struggle in this area. Of course this relates to the premise of our clinical work with individuals with complex communication needs. We have evidence to indicate that pairing appropriate technology with relevant interventions can afford our clients opportunities to develop functional communication skills for use in real-world contexts. However, it also has been well documented that direct intervention with our clients is not always sufficient. Our clients face opportunity barriers when it comes to communication (Beukelman & Mirenda, 2012). Whether you prefer to think of the people with whom your clients communicate in the more traditional sense as facilitators (Cumley & Beukelman, 1992) or in a broader sense as communication partners (Kent-Walsh & McNaughton, 2005), there is evidence indicating that many individuals who interact with clients using AAC do not naturally and readily provide supportive opportunities for communication (Light, Collier, & Parnes, 1985). In other words, people do not necessarily intuitively know how to alter their own communicative behaviors to support the communication of someone using AAC. That brings us to the focus of the current issue as well as the next issue of
{"title":"Partner Instruction in AAC: Strategies for Building Circles of Support","authors":"Jennifer Kent-Walsh, C. Binger","doi":"10.1044/AAC21.4.124","DOIUrl":"https://doi.org/10.1044/AAC21.4.124","url":null,"abstract":"Department of Speech and Hearing Sciences, University of New Mexico Albuquerque, NM It could be argued that the growing technological focus of today’s global society is raising the collective consciousness for how technology can be used as a communication tool. As technology that allows us to communicate across a variety of modes (e.g., text, video chat, social media outlets) becomes commonplace within our daily interactions, the dynamic and transactional nature of communication becomes more apparent. On the positive side, it is possible for us to successfully enhance our interactions and relationships with others through the use of a variety of mobile and web-based technologies as we share up-to-the-minute thoughts, photos, and videos. On the other hand, the use of such technologies can become overwhelming, and we run the risk of bombarding those with whom we interact with an inordinate amount of information that may ultimately have a negative effect on our interactions and relationships. Perhaps there is a certain skill set that some people have or have developed that allows them to functionally and successfully communicate via technology, whereas others may struggle in this area. Of course this relates to the premise of our clinical work with individuals with complex communication needs. We have evidence to indicate that pairing appropriate technology with relevant interventions can afford our clients opportunities to develop functional communication skills for use in real-world contexts. However, it also has been well documented that direct intervention with our clients is not always sufficient. Our clients face opportunity barriers when it comes to communication (Beukelman & Mirenda, 2012). Whether you prefer to think of the people with whom your clients communicate in the more traditional sense as facilitators (Cumley & Beukelman, 1992) or in a broader sense as communication partners (Kent-Walsh & McNaughton, 2005), there is evidence indicating that many individuals who interact with clients using AAC do not naturally and readily provide supportive opportunities for communication (Light, Collier, & Parnes, 1985). In other words, people do not necessarily intuitively know how to alter their own communicative behaviors to support the communication of someone using AAC. That brings us to the focus of the current issue as well as the next issue of","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"124-126"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users....
{"title":"Mentoring as a Communication Coach in a Public School Setting","authors":"Catherine George, Faye Warren","doi":"10.1044/AAC21.3.115","DOIUrl":"https://doi.org/10.1044/AAC21.3.115","url":null,"abstract":"Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users....","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"115-121"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be part of the class, not just physically in the classroom. Finding ways to communicate and work together is critical to overcoming these challenges and facilitating inclusion. In this process, it is important to consider the perspectives of the general education teacher, the parent of the student using the SGD, classmates, and, most important, the student using the SGD.
{"title":"Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms","authors":"Christine Kramlich","doi":"10.1044/AAC21.3.105","DOIUrl":"https://doi.org/10.1044/AAC21.3.105","url":null,"abstract":"Abstract Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be part of the class, not just physically in the classroom. Finding ways to communicate and work together is critical to overcoming these challenges and facilitating inclusion. In this process, it is important to consider the perspectives of the general education teacher, the parent of the student using the SGD, classmates, and, most important, the student using the SGD.","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"21 1","pages":"105-114"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/AAC21.3.105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary conten...
联邦立法越来越多地规定，残疾学生有机会学习通识教育课程。通识教育课程应该是通识教育的主要内容。
{"title":"Using Standards-Based Instruction To Teach Language to Children Who Use AAC","authors":"Solana Henneberry, J. Kelso, G. Soto","doi":"10.1044/AAC21.3.92","DOIUrl":"https://doi.org/10.1044/AAC21.3.92","url":null,"abstract":"Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary conten...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"51 1","pages":"92-98"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skill...
{"title":"Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students","authors":"Debbie Witkowski, B. Baker","doi":"10.1044/AAC21.3.74","DOIUrl":"https://doi.org/10.1044/AAC21.3.74","url":null,"abstract":"Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skill...","PeriodicalId":89830,"journal":{"name":"Perspectives on augmentative and alternative communication","volume":"41 1","pages":"74-81"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57639704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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