Thomas the Writer

Blischak, Doreen M.

doi:10.1044/0161-1461.2601.11

Cited by 27 publications

(10 citation statements)

References 20 publications

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“…Ten studies met inclusion criteria for the review (see Table 1). Searches of the databases yielded eight peerreviewed studies that specifically included children with CVI (Blischak, 1995;Fleury et al, 2017;Hudson et al, 2016;Mathy-Laikko et al, 1989;Probst & Walker, 2017;Schweigert, 1989;Schweigert & Rowland, 1992;Snodgrass et al, 2013). Three studies were also included in the review conducted by Sigafoos et al (2008;Mathy-Laikko et al, 1989;Schweigert, 1989;Schweigert & Rowland, 1992).…”

Section: Resultsmentioning

confidence: 99%

“…The frequency of switch activations was the primary outcome measure (Fleury et al, 2017;Mathy-Laikko et al, 1989;Schweigert, 1989;Schweigert & Rowland, 1992). Additional outcomes included level of prompting required (Bresee, 2019), literacy skills (i.e., letter-to-sound correspondence; Blischak, 1995;Yorke, 2017), math skills (number of early numeracy responses; Hudson et al, 2016), accuracy of task completion (Probst & Walker, 2017), and appropriate use of targeted words (Snodgrass et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…One of the included studies followed a narrative case study design methodology (Blischak, 1995). The remaining nine studies utilized single-subject designs.…”

Section: Methodsmentioning

confidence: 99%

“…Children presented with a range of diagnoses. In addition to CVI, participants were diagnosed with cerebral palsy (Blischak, 1995;Bresee, 2019;Hudson et al, 2016; Mathy-Laikko Schweigert, 1989), intellectual impairment (Fleury et al, 2017;Mathy-Laikko et al, 1989;Probst & Walker, 2017;Schweigert, 1989;Snodgrass et al, 2013;Yorke, 2017), seizure disorder (Bresee, 2019;Fleury et al, 2017;Hudson et al, 2016;Schweigert, 1989), and hearing loss (Mathy-Laikko et al, 1989;Schweigert, 1989;Schweigert & Rowland, 1992;Snodgrass et al, 2013). It is of interest to note that seven of the 14 participants were confirmed to have mild-to-severe hearing impairments.…”

Section: Participantsmentioning

confidence: 99%

“…Seven of the 10 studies introduced an instructional-based intervention. Instructional-based interventions included musical cues as prompts and feedback (Bresee, 2019), literacy skills trainings (Blischak, 1995;Yorke, 2017), a math skills training (Hudson et al, 2016), implementation of a least-to-most prompting hierarchy (Probst & Walker, 2017), employment of a fourlevel instructional program (Schweigert & Rowland, 1992), and a tactile-based Picture Exchange Communication System procedure (Snodgrass et al, 2013).…”

Section: Interventionmentioning

confidence: 99%

See 4 more Smart Citations

Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication

Boster

McCarthy

Brown

et al. 2021

Am J Speech Lang Pathol

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Purpose There is limited information about how to support children with cortical visual impairment (CVI) who require augmentative and alternative communication (AAC). An initial review designed to explore the available evidence was used to outline critical needs in moving research and intervention forward for children who use AAC and have CVI. Method Previous systematic reviews, six databases, and theses and dissertations were systematically searched, along with reviews of the resulting works cited. An initial yield of 575 articles was narrowed to 10, which discussed AAC interventions that included children with CVI. Results Three interventions were technology based, and seven were instructional based. The use of textured microswitches was the most frequent form of technology intervention, with the frequency of switch activations being the most frequently coded outcome. Overall, the studies represent explorations in the area rather than systematic lines of inquiry. Conclusions While evidence shows at least some children with CVI have been included in AAC research to date, the inclusion is more incidental than deliberate. Issues such as clear descriptions of the vision capabilities and needs of participants may have impacted study results.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…One of the included studies followed a narrative case study design methodology (Blischak, 1995). The remaining nine studies utilized single-subject designs.…”

Section: Methodsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

See 3 more Smart Citations

Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication

Boster

McCarthy

Brown

et al. 2021

Am J Speech Lang Pathol

View full text Add to dashboard Cite

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Untitled

Heller

Fredrick

Tumlin

et al. 2002

Journal of Developmental and Physical Disabilities

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Aided Communication With Individuals Who Have Multiple Disabilities That Include Visual Impairments: A Meta-Analysis

Nattress,

Gevarter,

Nannemann

et al. 2024

Am J Speech Lang Pathol

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Purpose: Despite several decades of research focused on improving early symbolic communication for individuals with multiple disabilities, relatively limited focus has been placed on individuals who also have visual impairments. To establish what is currently known about aided language adaptations for this population, a meta-analysis was conducted to examine augmentative and alternative communication (AAC) intervention approaches for individuals with multiple disabilities that include visual impairments. Method: Six relevant databases were systematically searched. Seven hundred eighty-nine articles were narrowed to eight intervention studies that met the design standards set for this review. Results: Of the eight intervention studies that met design standards, five used modified versions of the Picture Exchange Communication System and three used a combination of approaches such as communication partner instruction plus environmental arrangement. Most studies used low-tech AAC such as tangible symbols, photo cues, and communication books, and most focused on improving independent requesting. Overall, the studies indicated positive findings for increasing pragmatic language skills such as requesting, turn-taking, and student-to-peer interactions. However, the total number of participants across studies was extremely limited (i.e., 19 participants total). Clearly, much additional research is required to devise adequate accommodations for individuals with multiple disabilities, including visual impairments, and to expand communicative functions beyond simple requests. Conclusions: The use of visual impairment accommodations appeared largely effective for the included aided AAC interventions, although consultation with visual impairment specialists was not consistently reported across the included studies. More rigorous research must occur within this population to better inform clinical practice and future studies.

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Thomas the Writer

Cited by 27 publications

References 20 publications

Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication

Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication

Untitled

Aided Communication With Individuals Who Have Multiple Disabilities That Include Visual Impairments: A Meta-Analysis

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