Augmentative communication aid use—A follow-up study

Culp, Delva M.; Ambrosi, Denise; Berniger, Therese; Mitchell, Jane

doi:10.1080/07434618612331273830

Cited by 28 publications

(27 citation statements)

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“…In some instances, the key focus centred on associated impairments that frequently present in addition to severe communication impairment -for example, learning disabilities (Cregan, 1993;Hamilton & Snell, 1993;Hinderscheit & Reichle, 1987;Reichle, Dettling, Drager, & Leiter, 2000) or sensory impairments (Cohen & Light, 2000;Dyches, Davis, Lucido, & Young, 2002). In other cases, where participants' ages ranged across the life span (Costello, 2000;Culp, Ambrosi, Berniger, & Mitchell, 1986;Jinks & Sinteff, 1994; Kelford-Smith, Thurston, Light, Parnes, & O'Keefe, 1989;Lanspa, Wood, & Beukelman, 1997), results were discussed on the basis of classification of participants into one of two groups: children or adults.…”

Section: The Current Knowledge Basementioning

confidence: 98%

The Dual Challenges of Aided Communication and Adolescence

Smith

2005

Augmentative and Alternative Communication

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Over the last two decades it has been recognized that spoken language and communication skills continue to develop during adolescence. It seems likely that, for people who use aided AAC, language learning similarly continues into adolescence. Despite its importance, this developmental period has been largely ignored in research. In this paper, the significance assigned to adolescence as a developmental period is reviewed. The language and communication changes that typify adolescence and the consequences of difficulties in these areas are considered. Potential challenges to aided communication systems and the implications of the linguistic and socio-communicative attributes of such systems are explored. Finally, an agenda for research is proposed in order to further the understanding among AAC professionals of this important developmental period.

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Section: The Current Knowledge Basementioning

confidence: 98%

The Dual Challenges of Aided Communication and Adolescence

Smith

2005

Augmentative and Alternative Communication

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“…Despite a clear record of successes, empirical reports have also suggested that there may still be individuals who do not adopt their AAC systems to the extent they could (Culp, Ambrosi, Berniger, & Mitchell, 1986; Phillips & Zhao, 1993). One contributor to success or abandonment of AAC interventions is the adequacy of the “fit” between the system and the skills of the user (Johnson, Inglebret, Jones, & Ray, 2006).…”

mentioning

confidence: 99%

Perceptual Factors Influence Visual Search for Meaningful Symbols in Individuals With Intellectual Disabilities and Down Syndrome or Autism Spectrum Disorders

Wilkinson¹,

McIlvane²

2013

American Journal on Intellectual and Developmental Disabilities

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Augmentative and alternative communication (AAC) systems often supplement oral communication of individuals with intellectual and communication disabilities. Research with nondisabled preschoolers has demonstrated that two visual perceptual factors influence speed and/or accuracy of finding a target - the internal color and spatial organization of symbols. Twelve participants with Down syndrome and 12 with ASD underwent two search tasks. In one, the symbols were clustered by internal color; in the other the identical symbols had no arrangement cue. Visual search was superior in participants with ASD compared to those with Down syndrome. In both groups, responses were significantly faster when the symbols were clustered by internal color. Construction of aided AAC displays may benefit from attention to their physical/perceptual features.

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“…Durability, which is defined as reliability and ruggedness, is one quality that is essential for unrestricted availability of a communication system (Vanderheiden & Lloyd, 1986). Early studies report issues with communication systems such as durability, reliability and repairs, as well as timely and affordable service (Culp, Ambrosi, Berniger, & Mitchell, 1985;McCall, Markova, Murphy, Moodie, & Collins, 1997;Scherer, 1993). These issues remain with current technology and continue to be identified in recent literature.…”

Section: Introductionmentioning

confidence: 90%

Reliability of Speech Generating Devices: A 5-Year Review

Shepherd¹,

Campbell

Renzoni³

et al. 2009

Augmentative and Alternative Communication

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Individuals who use augmentative and alternative communication (AAC) depend on technology to meet their daily needs and form relationships. Speech generating devices (SGDs) are integral components of communication systems. Reliability of SGDs is critical for effective use in everyday life. This study examined the reliability of new SGDs and found that mean time to first failure was 42.7 (SD = 41.2) weeks and at least 40% required repairs within the first year of use. The components that most frequently broke down were touch screens, wiring, main boards, batteries, memory cards, and AC adaptors. The costs of repairing SGDs were analyzed. The clinical implications of device breakdown are identified for key stakeholders, including clients, families, service providers, funding agencies, and manufacturers.

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Augmentative communication aid use—A follow-up study

Cited by 28 publications

References 0 publications

The Dual Challenges of Aided Communication and Adolescence

The Dual Challenges of Aided Communication and Adolescence

Perceptual Factors Influence Visual Search for Meaningful Symbols in Individuals With Intellectual Disabilities and Down Syndrome or Autism Spectrum Disorders

Reliability of Speech Generating Devices: A 5-Year Review

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