The form and use of written communication produced by physically disabled individuals using microcomputers

Smith, Alison Kelford; Thurston, Susan; Light, Janice; Parnes, Penny; O'Keefe, Bernard M.

doi:10.1080/07434618912331275096

Cited by 41 publications

(22 citation statements)

References 10 publications

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“…The children did not use complex sentences, questions, negatives, or auxiliary verbs. Kelford Smith, Thurston, Light, Parnes, and O'Keefe (1989) described similar syntactic patterns. They examined writing samples of six adults who communicated via AAC systems.…”

Section: Linguistic Complexitymentioning

confidence: 72%

Long-term outcomes for individuals who use augmentative and alternative communication: Part II – communicative interaction

Lund

Light

2007

Augmentative and Alternative Communication

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This study evaluated the communicative interaction skills of seven young men (ages 19-23 years) who had used AAC systems for at least 15 years. Turn-taking patterns, use of communicative functions, and linguistic complexity were analyzed. Current performance was compared to the participants' skills when they were preschoolers and participated in another study of interaction skills (Light, 1985; Light, Collier, & Parnes, 1985a,b,c). Results indicated that the turn distribution between partners was more equitable than it had been when the participants were preschoolers; five of the participants approached reciprocity in turn taking during at least two of the interactions observed. During interactions with their caregivers, the participants fulfilled most of their obligatory turns and more than half of their non-obligatory turns. The communicative functions used most frequently by the participants were confirmations/denials and provisions of information. Three of the participants demonstrated the ability to use complete and complex syntax and committed few errors in grammar, while the other four participants demonstrated many syntactic errors. The results are discussed with implications for clinical practice and directions for future research.

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Section: Linguistic Complexitymentioning

confidence: 72%

Long-term outcomes for individuals who use augmentative and alternative communication: Part II – communicative interaction

Lund

Light

2007

Augmentative and Alternative Communication

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“…The mean length of multi-concept turns was also calculated for each participant. An analysis of sentence structure was also conducted using coding categories that were based on those of Lund and Duchan (1988) and Kelford Smith, Thurston, Light, Parnes, and O'Keefe (1989).…”

Section: Linguistic Complexitymentioning

confidence: 99%

Long-term outcomes for individuals who use augmentative and alternative communication: Part I – what is a “good” outcome?

Lund

Light

2006

Augmentative and Alternative Communication

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Over the past 20 years, there have been many advances in the field of augmentative and alternative communication (AAC). Despite these advances, there are no data on the long-term outcomes of AAC interventions. This study evaluated the long-term outcomes for a group of seven young men (ages 19-23 years) who had used AAC systems for at least 15 years and were part of the first generation to have received AAC services since they were in preschool. Outcomes were measured in the following domains: (a) receptive language; (b) reading comprehension; (c) communicative interaction; (d) linguistic complexity; (e) functional communication; (f) educational and vocational achievement; (g) self-determination; and (h) quality of life. The outcomes for the group were diverse, with individual variations across all measures. Evaluation of the data raised many issues surrounding the challenges of outcomes measurement; these are discussed with suggestions for future research.

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“…Those who develop some literacy skills tend to be delayed (Berninger & Gans, 1986;Foley, 1993) and experience great difficulty with written language (Berninger & Gans;Kelford Smith, Thurston, Light, Parnes, & O'Keefe, 1989). The acquisition of literacy skills is critical for students with AAC needs to effectively participate in the general education curriculum.…”

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confidence: 99%

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Pufpaff

2008

Psychology in the Schools

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Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000.The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to her classroom. The author also thanks all the school personnel and students who made this study possible as well as the Purdue University AAC Group for their feedback during the course of this project. The author especially thanks Erna Alant, University of Pretoria, South Africa for her guidance in the organization of key sections of this manuscript. © 2008 Wiley Periodicals, Inc.

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The form and use of written communication produced by physically disabled individuals using microcomputers

Cited by 41 publications

References 10 publications

Long-term outcomes for individuals who use augmentative and alternative communication: Part II – communicative interaction

Long-term outcomes for individuals who use augmentative and alternative communication: Part II – communicative interaction

Long-term outcomes for individuals who use augmentative and alternative communication: Part I – what is a “good” outcome?

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

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