Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis

O’Neill, Tara; Light, Janice; Pope, Lauramarie

doi:10.1044/2018_jslhr-l-17-0132

Cited by 102 publications

(43 citation statements)

References 59 publications

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“…A range of studies have pointed out that an online community of practice provides opportunities to its members to become interactive participants (Agrawal & Snekkenes, 2017; Diep et al., 2016; Jesionkowska, 2020; Nuutinen & Filho, 2018). In addition to this, it has been generally acknowledged that these communities function as a catalyst for improving adults' engagement (O'Neill et al., 2018). According to Matzembacher et al.…”

Section: Research Backgroundmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

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Section: Research Backgroundmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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“…A long line of research has demonstrated that the way parents interact with their children can impact language development. For example, responding contingently to children's communication attempts has been associated with improved language outcomes for participants between the ages of 2 and 12 years learning to use augmentative and alternative communication (O'Neill et al, 2018). Conversely, 3-year-old children whose parents did not respond positively to their communication at age of 2 years have been found to have lower language levels (Hirsh-Pasek et al, 2015).…”

Section: Maternal Responsivity and Language Development In Fxsmentioning

confidence: 99%

Language Development From Early Childhood to Adolescence in Youths With Fragile X Syndrome

Brady

Fleming

Bredin-Oja

et al. 2020

J Speech Lang Hear Res

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Purpose The aim of this study was to investigate language growth in individuals with fragile X syndrome (FXS) from early childhood to adolescence and the influence of maternal responsivity on language growth. Method We conducted a longitudinal analysis of language development in 55 youths (44 males, 11 females) with FXS. Data collection spanned the ages of 11–216 months. We measured expressive and receptive vocabulary with standardized tests. The number of different words and mean length of utterance were obtained from language sample analyses of mother–child interactions. We also measured maternal comments (responsivity indicator) produced during the language samples and child nonverbal IQ. Results Growth models indicated that rates of number of different words and receptive vocabulary were related to maternal commenting. Mean length of utterance did not change significantly over time. Expressive vocabulary measured with a standardized test grew, but the growth was not related to maternal commenting. Nonverbal IQ was related to all language outcomes at age of 10 years and to changes over time in vocabulary. Visual analysis indicated that the highest scores on standardized tests were produced by girls; however, measures derived from language sample analyses appeared similar for boys and girls. Language models for boys only were similar to the total sample models with lower scores at age of 10 years for some outcomes. Conclusion Results of persistent language impairments for most youths with FXS suggest the need for continued, focused interventions aimed at improved language productions in addition to a responsive environment. Supplemental Material https://doi.org/10.23641/asha.13022825

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“…Another key aspect for an effective interactive learning environment that supports the development of children with or without speech, language, or communication needs is the skills and performance of communication partners (Brinton and Fujiki, 2011;Romski et al, 2011;Kent-Walsh et al, 2015;Mermelshtine, 2017;Biggs et al, 2018;O'Neill et al, 2018). Partners must learn scaffolding strategies such as providing opportunities to talk and learn about emotions (making comments, asking questions, etc.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

2021

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Children with complex communication needs (CCN) regularly have barriers to express and discuss emotions, and have fewer opportunities to participate in emotional conversations. The study explores and analyzes the changes after a training program focused on offering an interactive home learning environment that encouraged and modeled emotion-related conversations between a parent and a child with CCN within storybook-reading contexts. An observational design (nomothetic/follow-up/multidimensional) was used to explore and analyze the changes in the communicative interaction around emotions between mother-child. Augmentative and alternative communication (AAC) technologies were used to provide the child access to emotion-related vocabulary. The training program resulted in the mother providing more opportunities to engage her child in emotional conversations, suggesting that when opportunities and resources to talk about emotions were promoted, the child showed more engagement in emotion-related conversations using his AAC system. The mother–child communicative patterns and behavioral relationships observed during the phases are also presented. This case study illustrates the importance of a primary communication partners’ role in facilitating emotional conversations, and the promising efficacy of a training program implemented in a storybook interactive learning environment to promote conversations about emotion-related events while encouraging children with CCN to learn, explore, express, and discuss emotions.

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Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis

Abstract: https://doi.org/10.23641/asha.6394364.

Cited by 102 publications

References 59 publications

Adult learning in online communities of practice: A systematic review

Adult learning in online communities of practice: A systematic review

Language Development From Early Childhood to Adolescence in Youths With Fragile X Syndrome

Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

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