A survey of school-age children with highly unintelligible speech

Binger, Cathy; Renley, Nathan; Babej, Esther; Hahs‐Vaughn, Debbie L.

doi:10.1080/07434618.2021.1947370

Augmentative and Alternative Communication

2021

DOI: 10.1080/07434618.2021.1947370

|View full text |Cite

A survey of school-age children with highly unintelligible speech

Cathy Binger

Nathan Renley

Esther Babej

et al.

Abstract: Mexico (UNM), is conducting a research study. This survey investigates school-aged children with significant speech impairments who live in New Mexico. You are being asked to participate in this survey as an SLP or ASL (apprentice in speech-language) working in New Mexico schools.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2024

Publication Types

Select...

Article6

Relationship

Self Cite0

Independent6

Authors

Journals

Cited by 10 publications

(1 citation statement)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Binger and colleagues (Binger et al, 2021; Binger & Light, 2006) estimated that approximately 12% of preschoolers who receive special education services and more than 1% of all school-age children have CCN. Due to their limited speech, children with CCN rely on multiple modalities to communicate, including nonlinguistic modes (e.g., gestures, eye gaze, and vocalizations) and linguistic modes (e.g., speech approximations and speech-generating devices).…”

mentioning

confidence: 99%

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Sun

Bowles

Douglas

et al. 2023

Exceptional Children

View full text Add to dashboard Cite

Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) often need more time to process and respond when communicating with others. This study employed a survival analysis approach exploring child response-time patterns following different communication opportunities for young children with CCN who use AAC. The results showed a median of 1.87 s response time with significant individual variability. Children took less time to communicate following a choice or a question than following a comment. AAC modeling was also associated with shorter response times. Additionally, the more opportunities that occurred without a child response, the longer child response time tended to be. Our findings suggest that if the child does not make a response attempt, instead of repeating communication opportunities, communication partners should consistently wait and use questions and choices along with modeling to increase child communication.

show abstract

mentioning

confidence: 99%

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Sun

Bowles

Douglas

et al. 2023

Exceptional Children

View full text Add to dashboard Cite

show abstract

Supporting Emergent Bilinguals Who Use Augmentative and Alternative Communication and Their Families: Lessons in Telepractice From the COVID-19 Pandemic

King

Ward

Soto

et al. 2022

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose: The purpose of this project was to examine the effect of the COVID-19 pandemic on speech-language pathologist (SLP) service provision for emergent bilinguals who use augmentative and alternative communication (AAC). One prominent issue in AAC service delivery is the efficacy and feasibility of providing AAC services via telepractice. The COVID-19 pandemic intensified this issue as most providers, clients, and families adjusted to remote service delivery models. While emerging evidence supports telepractice in AAC, little is known about the potential benefits and challenges of telepractice for emergent bilinguals who use AAC and their families. Method: Data were collected via a nationwide survey. Licensed SLPs ( N = 160) completed an online questionnaire with Likert-type, multiple-choice, and open-ended questions, analyzed using mixed methods. Results: Findings illustrated a shift in service delivery from in-person to telepractice and hybrid (both telepractice and in-person) models. Overall, child intervention outcomes declined for emergent bilinguals who used AAC during the COVID-19 pandemic, regardless of service delivery format. However, collaboration increased for many providers and families. Qualitative analyses highlighted barriers to AAC service provision for emergent bilinguals who use AAC that were exacerbated by the COVID-19 pandemic, as well as factors that facilitated collaboration and family engagement. Conclusion: These findings suggest that, despite challenges, telepractice or hybrid services may be a promising approach to provide more culturally responsive, family-centered care for emergent bilinguals who use AAC. Supplemental Material: https://doi.org/10.23641/asha.20405673

show abstract

Promotion of Communication Access, Choice, and Agency for Autistic Students

Donaldson

Corbin²,

Zisk³

et al. 2023

LSHSS

View full text Add to dashboard Cite

Purpose: Families and professionals often consider augmentative and alternative communication (AAC) a “last resort” for persons with communication challenges; however, speaking autistic adults have reported that they would have benefited from access to AAC as children. This tutorial discusses the history of this “last resort” practice and its perpetuation within the medical model of disability. The tutorial focuses on communication access, choice, and agency for autistic students. Method: We provide a brief overview of the AAC community and their preferred terminology, review the history of traditional approaches to research on AAC and autism, and then examine the relationship between disability models and ableism to views of spoken language as a priority of intervention. Studies on this topic are rare, and resisting ableism requires acknowledging and honoring disabled people's experiences and expertise. Therefore, we promote autistic expertise within the framework of evidence-based practice and discuss the experiences of autistic people and spoken language. Finally, we consider the role of the speech-language pathologist (SLP) in assessment and offer autistic-based strategies and recommendations for communication support. Conclusions: Speaking autistic students who could benefit from AAC may not have access to AAC due to the prioritization of spoken language and lack of awareness of the benefit of AAC. We recommend that SLPs and school-based professionals support and facilitate access, communicative choice, and agency by implementing multimodal communication strategies to include AAC use for autistic students regardless of their spoken language status. Promoting all types of communication and ensuring opportunities for communication across multiple modalities are paramount to a child's agency and self-determination, as is normalization of AAC.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

A survey of school-age children with highly unintelligible speech

Abstract: Mexico (UNM), is conducting a research study. This survey investigates school-aged children with significant speech impairments who live in New Mexico. You are being asked to participate in this survey as an SLP or ASL (apprentice in speech-language) working in New Mexico schools.

Cited by 10 publications

References 30 publications

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Supporting Emergent Bilinguals Who Use Augmentative and Alternative Communication and Their Families: Lessons in Telepractice From the COVID-19 Pandemic

Promotion of Communication Access, Choice, and Agency for Autistic Students

Contact Info

Product

Resources

About