The Effects of Aided AAC Interventions on AAC Use, Speech, and Symbolic Gestures

Binger, Cathy; Berens, Jacqueline; Kent-Walsh, Jennifer; Taylor, Stacy

doi:10.1055/s-2008-1079124

Cited by 27 publications

(12 citation statements)

References 15 publications

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“…There now exists a substantial body of evidence that speaking partners can learn to alter their interaction style (e.g., Binger, Kent-Walsh, Ewing, & Taylor, 2010;Broberg, Ferm, & Thunberg, 2012;KentWalsh et al, 2010;Kent-Walsh & McNaughton, 2005) and that when they do, conversational imbalance can be reduced and children using aided communication can increase the frequency and complexity of their expressive communication (Binger, Berens, Kent-Walsh, & Taylor, 2008;Binger et al, 2011;Drager et al, 2006). These findings have been replicated across a diverse range of children and adults with a range of disabilities in both descriptive (Harris et al, 1996;Pennington, Thomson, James, Martin, & McNally, 2009) and experimental studies (Drager et al, 2006;Nigam, Schlosser, & Lloyd, 2006).…”

Section: Communication Partner Behaviorsmentioning

confidence: 99%

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

Smith

2015

Augmentative and Alternative Communication

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Language acquisition theories differ in the importance they assign to production as a learning mechanism. This review summarizes some of the theoretical issues linked to this debate and considers their implications for children with severe speech and physical impairments. The unique aspects of the language-learning contexts of these children are explored. Drawing largely on papers published within the journal Augmentative and Alternative Communication, this review summarizes features of language development that have been described over the past 3 decades and considers how these findings might illuminate our understanding of language development across both spoken and aided modalities. Implications for assessment, intervention and for further research are suggested.

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Section: Communication Partner Behaviorsmentioning

confidence: 99%

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

Smith

2015

Augmentative and Alternative Communication

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“…In conclusion, meta-analyses and other studies show that AAC-interventions are cost-effective and give fast results and furthermore tend to stimulate speech development [82,84,85,86,87,91]. The best results seem to be reached when the social network surrounding a child is given support and resources, to be able to use responsive strategies and provide communication opportunities and direct training using AAC in natural daily interactions.…”

Section: Aac Interventionmentioning

confidence: 83%

“…2008 [82] Review DART -Centre for AAC and Assistive Technology, Sahlgrenska University Hospital, Sweden…”

Section: Authorandyearmentioning

confidence: 99%

Early Communication Intervention for Children with Autism Spectrum Disorders

Thunberg¹

2013

Recent Advances in Autism Spectrum Disorders - Volume I

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The main purpose of this chapter is to present the results of a review of communication interventions for children aged -years with autism spectrum disorders and to formulate recommendations for an evidence-based practice. The study, including reviews and primary studies, specifically focus interventions targeting children with diagnosis within the autism spectrum being on an early communicative level. . Communication in children with Autism Spectrum Disorders ASD . . Difficulties with communication and language as part of the spectrumMajor advances have been made over the two past decades in understanding the socialcommunication difficulties of children with "SD, resulting in greater emphasis on early socialcommunication features in the diagnostic criteria. Most parents of children with autism first begin to be concerned that something is not quite right in their child s development because of early delays or regressions in the development of speech [ ]. Problems with communication, in terms of both understanding and expression, are often said to be one of the main causes of the severe behaviour problems that are common among persons with severe autism and mental retardation [ ]. The lack of meaningful, spontaneous speech by age five has been associated with poor adult outcomes [ , , , ]. Certainly, communication and communication problems are at the heart of what "SD is all about."lthough all persons diagnosed with autism have problems with communication, their type and degree vary a lot and the work of identifying different subgroups has just begun. It has © 2013 Th"nberg; licensee InTech. This is an open access ar"icle dis"rib""ed "nder "he "erms of "he Crea"ive Commons A""rib""ion License (h""p://crea"ivecommons.org/licenses/by/3.0), which permi"s "nres"ric"ed "se, dis"rib""ion, and reprod"c"ion in any medi"m, provided "he original work is properly ci"ed.been estimated that between one-third [ ] and one-half [ ] of children and adults with autism have no speech. However, more recent research results indicate that the proportion of nonspeaking children with "SD is much smaller, approximately % to %, among those who received very early intervention [ ].Two phenotypes of speaking children with "SD were identified by Tager-Flusberg and Joseph [ ] children with normal linguistic abilities phonological skills, vocabulary, syntax, and morphology and children with impaired language that is similar to the phenotype found in specific language impairment. "nother potential subgroup may experience verbal dyspraxia or dyspraxia of speech [ ]. Voluntary motor control is disturbed in children with dyspraxia, which also affects their ability to imitate. The new research on the role of the mirror neurons in the parietal and frontal lobes may provide some answers on the relationships between motor control and imitation but also on the possible link with the development of intersubjectivity [ ].In spite of the heterogeneity of language abilities in children with "SD, social-communication or pragmatic impairments are universal...

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“…These types of measures have been shown to be reliable with trained coders for children who would be classified by Shriberg et al (2010) as having speech delays (e.g., Mortimer & Rvachew, 2010), but children with motor speech disorders or with no reliable diagnoses have received limited attention to date. One exception is a report on the number of syllables vocalized during intervention sessions for six children between ages 2;11 (years;months) and 6;4 with a range of speech impairments (three of whom had or were suspected of having motor speech disorders) and who had comprehensibility of less than 50% on a single word comprehensibility task (Binger, Berens, Kent-Walsh, & Taylor, 2008) with reliable findings reported for this measure.…”

Section: Language Samples For Children With Severe Speech Impairmentsmentioning

confidence: 99%

Language Sampling for Preschoolers With Severe Speech Impairments

Binger

Ragsdale

Bustos

2016

Am J Speech Lang Pathol

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Purpose: The purposes of this investigation were to determine if measures such as mean length of utterance (MLU) and percentage of comprehensible words can be derived reliably from language samples of children with severe speech impairments and if such measures correlate with tools that measure constructs assumed to be related. Method: Language samples of 15 preschoolers with severe speech impairments (but receptive language within normal limits) were transcribed independently by 2 transcribers. Nonparametric statistics were used to determine which measures, if any, could be transcribed reliably and to determine if correlations existed between language sample measures and standardized measures of speech, language, and cognition.Results: Reliable measures were extracted from the majority of the language samples, including MLU in words, mean number of syllables per utterance, and percentage of comprehensible words. Language sample comprehensibility measures were correlated with a single word comprehensibility task. Also, language sample MLUs and mean length of the participants' 3 longest sentences from the MacArthur-Bates Communicative Development Inventory (Fenson et al., 2006) were correlated. Conclusion: Language sampling, given certain modifications, may be used for some 3-to 5-year-old children with normal receptive language who have severe speech impairments to provide reliable expressive language and comprehensibility information.

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The Effects of Aided AAC Interventions on AAC Use, Speech, and Symbolic Gestures

Cited by 27 publications

References 15 publications

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

Early Communication Intervention for Children with Autism Spectrum Disorders

Language Sampling for Preschoolers With Severe Speech Impairments

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