AAC Training Research Articles

Effect of Paraprofessional AAC Training Package on Staff and Student Communication

Effect of Paraprofessional AAC Training Package on Staff and Student Communication

자폐성장애학생을 위한 도구적 보완대체의사소통(AAC) 훈련 단일 대상 연구 메타 분석

자폐성장애학생을 위한 도구적 보완대체의사소통(AAC) 훈련 단일 대상 연구 메타 분석

언어치료 역량강화를 위한 AAC훈련 프로그램 설문조사

배경 및 목적: 복합적인 의사소통 요구를 지닌 장애인의 성공적인 AAC 사용을 도모하기 위해서는 관련 전문가들의 기기 및 애플리케이션 활용능력이 뒷받침되어야 한다. 본 연구에서는 언어치료 역량 강화를 위한 목적으로 언어재활사를 대상으로 AAC 훈련을 실시하고, 추후에 보다 향상된 전문가 교육을 제공하고자 훈련프로그램에 대한 만족도조사를 실시하였다. 방법: 훈련에 참가한 총 24 명(sex=female, mean age=35yrs, SD=9.90, max=59, min=23)을 대상으로 설문 조사를 실시하였다. 훈련은 미국 피츠버그대학교의 대학원 석사과정과 미국의 비영리기관인 AAC institute에서 일반 언어치료사들 대상으로 활용하고 있는 로테이션 방식의 AAC 훈련방식을 도입하여 국내 실정에 맞게 수정하여 실시하였다. 훈련이 종료된 직후 모든 참가자를 대상으로 응답자의 기본정보, AAC 교육 및 임상경험 그리고 본 훈련에 대한 만족도 조사항목으로 구성된 설문을 실시하였다. 결과: 설문조사 결과 참가자의 다양한 연령과 학력, 근무지형태와 지역이 확인되었으며 대학의 정규과정을 통해 AAC 과목을 이수한 사람은 반 이상인 것으로 나타났다. 그러나 이들 중 상당수가 수업 중에 전혀 AAC기기를 실습하지 않은 것으로 나타났으며 현재까지 AAC 치료를 해오고 있는 것으로 확인되었다. 훈련에 대한 만족도 조사결과 실습시간과 관련된 문항을 제외한 대부분의 문항에서 4.08 부터 4.58 에 이르는 비교적 긍정적인 리커트 평점 척도 분포가 나타났다. 논의 및 결론: 참가자의 항목별 점수와 주관적인 의견을 토대로 추후 효과적인 교육을 개발하기 위한 방안이 논의되었다.

Evaluating an AAC training for special education teachers in Sri Lanka,a low- and middle-income country

A majority of people with disabilities live in low- and middle-income countries where communication services for individuals with complex communication needs are scarce. It is essential that communication partners of individuals who have complex communication needs receive training to support communication. To address this issue, the current study evaluated an augmentative and alternative communication training for special education teachers living in a low- and middle-income country, Sri Lanka. The training was based on four key practices identified when training in low- and middle-income countries: investigate learner needs, provide contextually relevant instructional content, use engaging instructional activities, and assess the impact of instructional activities. This investigation implemented an interrupted time-series design with nine teacher–student dyads. Special education teachers were taught to provide evocative communication opportunities. Following the training, all nine special education teachers significantly increased the number of evocative communication opportunities provided to students with complex communication needs. Additionally, all nine students with complex communication needs significantly increased their number of communication turns.

Effect of AAC partner training using video on peers’ interpretation of the behaviors of presymbolic middle-schoolers with multiple disabilities*

Children require consistent responses from partners to their presymbolic behaviors in order to increase the frequency and variety of these behaviors and eventually build symbolic language. This study served as an initial attempt to evaluate the effect of AAC training on typically-developing peers’ interpretation of the behavior of three students with multiple disabilities whose communication was presymbolic and idiosyncratic in nature. The study used a pretest–posttest control group design with 12 peers in each condition (i.e., experimental and control). During the pretest, peers in both groups were inaccurate in their interpretations of the behaviors of the students with multiple disabilities. During the posttest, peers who completed the training interpreted the behaviors of the students with multiple disabilities with statistically significantly higher accuracy than participants who did not complete the training. The training may be an effective intervention approach to increase the accuracy and consistency with which communication partners interpret the idiosyncratic behaviors of children with multiple disabilities. Future research should evaluate the efficacy of using such training to increase communication partners’ identification of and responsivity to idiosyncratic behaviors within the context of real-world interactions.

보완대체의사소통 전문가교육 프로그램이 베트남 특수교육 관련 종사자들의 AAC 교수효능감과 인식에 미치는 영향

Background and Objectives: Special education teachers’ and AAC communication specialists’ specific knowledge, attitude, and professionality regarding AAC is required for its optimal application to students with severe disabilities. Vietnam is in an elementary stage regarding special education and AAC awareness. Thus, systematic AAC training and support is needed to increase appropriate AAC application in practice. This study identifies the effect of the AAC professional education program on AAC teaching efficiency and awareness of special education staff in Vietnam. Methods: Participants included 22 special education staff members at a single rehabilitation center located in Vietnam. The AAC professional education program was configured as AAC basic knowledge, theory and practical exercise, and application stage. Paired t-test analysis was used to compare a difference between AAC teaching efficiency and AAC awareness. Result: Participants’ AAC teaching efficiency and awareness level significantly increased after AAC professional education. Conclusions: This study showed the positive effect of AAC professional training in Vietnam, but had a limitation of no comparison group. Suggestions for future study are discussed.

성인 장애인을 대상으로 한 지역사회 중심의 AAC 교육실행에 대한 사례보고

Background and Objectives: The purpose of this study was to investigate the effects of AAC training for people with cerebral palsy and communication disorders. Method: A participant had severe physical and communication disorders and was one of 00 church members. MyTalkie was provided for him in the AAC training. His assistant helped him to put many vocabulary into the device. The AAC training consisted of 4 phases; Evaluation-Device selection- Individualized consulting-AAC training. Results: After the AAC training sessions, the participant reported that the program contents were satisfied and his communication skills were enhanced using Conclusion: Also, AAC training for adults with severe disabilities was useful to improve their communication skills related to communitity activities.

The Potential Influence of Stimulus Overselectivity in AAC: Information from Eye Tracking and Behavioral Studies of Attention with Individuals with Intellectual Disabilities

This paper examines the phenomenon of stimulus overselectivity, or overselective attention, as it may impact AAC training and use in individuals with intellectual disabilities. Stimulus overselectivity is defined as an atypical limitation in the number of stimuli or stimulus features within an image that are attended to and subsequently learned. Within AAC, the term stimulus could refer to symbols or line drawings on speech-generating devices, drawings or pictures on low-technology systems, and/or the elements within visual scene displays. In this context, overselective attention may result in unusual or uneven error patterns such as confusion between two symbols that share a single feature, or difficulties with transitioning between different types of hardware. We review some of the ways that overselective attention has been studied behaviorally. We then examine how eye tracking technology allows a glimpse into some of the behavioral characteristics of overselective attention. We describe an intervention approach, differential observing responses, that may reduce or eliminate overselectivity, and we consider this type of intervention as it relates to issues of relevance for AAC.

New Hospital Standards Will Improve Communication

New Hospital Standards Will Improve Communication

An AAC Training Program With Emphasis on Collaboration and Inclusion

An AAC Training Program With Emphasis on Collaboration and Inclusion

An AAC Training Program with Emphasis on Collaboration and Inclusion

An AAC Training Program with Emphasis on Collaboration and Inclusion

An AAC Training Program at an Historically Black University

An AAC Training Program at an Historically Black University

An AAC Training Program at an Historically Black University

An AAC Training Program at an Historically Black University

AAC Training Practices in Speech-Language Pathology and Special Education Programs at Historically Black Colleges and Universities

AAC Training Practices in Speech-Language Pathology and Special Education Programs at Historically Black Colleges and Universities