Augmentative Communication Research Articles

"You Just Want to Be Able to Communicate With Your Child": Parents' Perspectives on Communication and AAC Use for Beginning Communicators on the Autism Spectrum.

For young children on the autism spectrum who are beginning communicators, augmentative and alternative communication (AAC) can support language development and participation in meaningful interactions. AAC is more likely to be effective when services align with the needs and priorities of the child's family. To better understand family perspectives, this study investigated the communication and AAC experiences of parents of young beginning communicators on the autism spectrum. The study used a phenomenological qualitative design. Eight caregivers of seven children on the autism spectrum participated in semistructured interviews, and thematic analysis was used to identify themes within the data. Five main themes and 15 subthemes emerged from the data. Parents situated communication and AAC experiences within the context of complex, busy lives. They discussed the value of communication and benefits of AAC, but described numerous challenges related to obtaining, learning, and implementing AAC that evolved over time as needs and skills changed. Parents discussed their children's individuality and the need for AAC systems and services to fit the unique needs of their child and their family. They also emphasized ways in which communication outcomes were affected by factors external to the child and the family, including factors related to professional services and the U.S. health care and educational systems. The results affirm the need to consider the family and the broader social system when providing AAC services to young children on the autism spectrum. Provision of family-centered services is critical to successful AAC. https://doi.org/10.23641/asha.24881562.

Voices from the field: exploring service providers’ insights into service delivery and AAC use in Canada

Use of augmentative and alternative communication (AAC) often relies on the involvement of AAC service providers; however little is known about how AAC services are delivered across Canada. This study aimed to explore AAC service provision and factors influencing use of AAC from the perspectives of service providers across Canada who are involved in providing and/or supporting use of AAC systems. The 22 participants from nine (of the 10) provinces participated in online focus groups. Participants were speech-language pathologists, occupational therapists, communicative disorders assistants, and a teacher. Transcripts of the audio recordings were analyzed using reflexive thematic analysis. Four themes were generated that reflect service-related factors contributing to the use of AAC in Canada: Support of Organizational Structures, Concordant Relationships and Goals, Making the Right Decisions, and Influence of Knowledge and Attitudes. These themes highlight how government systems, key stakeholders, assessment practices, and knowledge of AAC influence service provision and use of AAC. Voices from across Canada highlighted shared experiences of services providers as well as revealed variability in service delivery processes. The findings bring to attention a need for further research and development of service provision guidelines to support consistency, quality in practice, and equity in AAC services.

Establishing Common Ground Using Low Technology Communication Aids in Intermediary Mediated Police Investigative Interviews of Witnesses with an Intellectual Disability

Establishing Common Ground Using Low Technology Communication Aids in Intermediary Mediated Police Investigative Interviews of Witnesses with an Intellectual Disability

The Application of Augmentative Alternative Communication (AAC) Through Picture Exchange Communication System (PECS) Media to Improve Communication Skills of Children With Autism

The subjects in this research were autistic individuals. Based on observations, it is known that individuals experience problems in non-verbal communication that result in individuals being unable to convey or communicate an activity they want to others. The purpose of this research is to determine the improvement of communication skills of autistic children by applying Augmentative Alternative Communication (AAC) through Picture Exchange Communication System (PECS) media. The research method used is experimental research with the type of Single Subject Research (SSR) research with the design A1-B-A2. Data collection techniques in this study used tests, while the target behavior in this study was 1) able to show pictures of daily activities. The results showed that the application of Augmentative Alternative Communication (AAC) through Picture Exchange Communication System (PECS) media can improve the communication skills of autistic children. The increase is indicated by the mean level value that increases in each phase through percentage measurement. Baseline phase 1 (A1) obtained a mean level of 28%, intervention phase (B) obtained a mean level of 47%, and baseline phase 2 (A2) obtained a mean level of 46%. From the acquisition of the mean level, it can be seen that the mean level shown in baseline 1 with baseline 2 has increased significantly. This shows that the application of Augmentative Alternative Communication (AAC) through Picture Exchange Communication System (PECS) media can improve the communication skills of autistic children

The effects of a therapeutic program based on motor learning in the recovery of apraxia of speech in children

The purpose of the present study is to analyze comparatively the effects of some therapeutic interventions to improve the symptoms of apraxia of speech in children (CAS). In this sense, three different therapeutic programs were implemented, each lasting 12 months, in three groups of children. Two measurements were made, before and after the children's participation in the programs. P1 included therapy based on augmentative and alternative communication, P2 included therapy based on the classic speech therapy model and therapeutic speech massage, P3 included therapy based on verbal motor learning, VML. 106 children diagnosed with CAS participated in the study, aged between 5 and 7 years, M = 5.75, SD = .75, of which 81 boys (76%) and 25 girls (24%), were randomly divided into three groups. CAS severity was measured using a grid from the Dynamic Assessment of Motor Speech Skills, measuring articulatory accuracy, vowel scoring, and prosody. Visuomotor accuracy, visuospatial processing, phonemic hearing, narrative memory, and attention were measured with a series of tests from the PEDb and PEDa packages (Cognitrom, 2012). Although all three therapeutic programs registered significant effects on the improvement of CAS symptomatology, the most notable effects were obtained by the VML method. The practical implications of the study are discussed, as well as future research directions.

Nonverbal Communication through Expressive Objects

Augmentative and alternative communication (AAC) devices enable speech-based communication, but generating speech is not the only resource needed to have a successful conversation. Being able to signal one wishes to take a turn by raising a hand or providing some other cue is critical in securing a turn to speak. Experienced conversation partners know how to recognize the nonverbal communication an augmented communicator (AC) displays, but these same nonverbal gestures can be hard to interpret by people who meet an AC for the first time. Prior work has identified motion through robots and expressive objects as a modality that can support communication. In this work, we work closely with an AAC user to understand how motion through a physical expressive object can support their communication. We present our process and resulting lessons on the designed object and the co-design process.

Parents' Perspectives of Augmentative and Alternative Communication: From Assessment to Implementation

Purpose: Parents are known to be effective communication partners in their children's augmentative and alternative communication (AAC) intervention. This study aimed to better understand the parent perspective in the AAC acquisition, implementation, and handing processes across various primary disability labels and ages. Method: Twenty-two parents of children who use AAC engaged in phone interviews to discuss their family's experiences with AAC obtainment and intervention. A thematic analysis of the interview data was conducted. Results: The following five themes emerged: assessment procedures, early recommendations for AAC, external variables that influence device access, supports and barriers parents face when navigating AAC use with their child, and what participants would do differently. Further subthemes were also established to categorize parent responses. Conclusions: Findings support the inclusion of family-centered care for children with complex communication needs who use AAC. Parent responses indicate a greater need for interprofessional communication between children's team members and their family to provide comprehensive support. Parents also emphasized a desire to introduce AAC earlier into their family.

A retrospective chart review of the patient population accessing augmentative & alternative communication at an urban assistive technology center

ABSTRACT The purpose of this study was to 1) identify and describe the population seeking alternative and augmentative communication (AAC) evaluations at an assistive technology (AT) center in the Midwestern United States and 2) describe the AAC device features or services participants identify as most important at their initial AAC evaluations. Charts of 53 participants seeking AAC interventions at an AT center in the Midwestern United States were retrospectively reviewed. Information from the QUEST 2.0 was used to determine what AT features were identified as most important. The majority of participants seen at the AT center had progressive diseases. Across all of the participants, ease of use and effectiveness were identified as the “most important” aspects of an AAC device satisfaction. These findings highlight the importance of determining who is accessing AAC services across AT centers to determine whether barriers to AAC services exist. Moreover, patients report regarding what variables they deem as most important reflect the fact that excellent service-delivery may not overcome the importance of other variables, such as ease of use that impact AAC use.

Lighting the Path for Incoming Special Education Teachers: Advice From Special Educators on AAC Practices

Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.

Speech-Language Pathologists' Approach to Alternative Access for Augmentative and Alternative Communication for Children With Motor Impairments.

This study examined the processes that speech-language pathologists (SLPs) use during an augmentative and alternative communication (AAC) assessment with children with motor impairments to determine alternative access solutions. These children often are the most vulnerable to a poor fit of their AAC system, which alternative access is an integral part. Although there is an abundance of information as to what types of considerations should be made during these assessments, there is no guidance as to how the assessment is completed. The goal of this study is to build evidence about the process. A collective case design was used to gain detailed insights into the decision-making process. Interviews and vignette responses were two components of the data collection. Each of the five SLPs, or cases, who participated in the study transcripts was analyzed in isolation as part of a within-case analysis. Once each SLP's process was understood, a cross-case comparison was completed to ascertain similarities or differences across the five. The cross-case assertions are presented in this article. Although the SLPs individually reported a lack of defined process, a clear systemization became evident when considered collectively. The SLPs all focused on the child, isolated motor access skills, and used a process of experimentation over time to build their final recommendations. These results have implications for SLPs working with children with motor impairments who may benefit from AAC intervention. The shared framework can serve as a roadmap to other SLPs, especially those with less experience with these types of complex cases. The varying teaming approaches to support these cases are also discussed.

Speaking partners’ talk in transitions between symbols in conversations that use speech-output technologies

Aided conversations differ from spoken ones in their transitions between turns and symbols because seeking and choosing symbols takes more time than speaking words naturally. This study adopted the concepts and principles of conversation analysis (CA) to analyze the transitions between symbols during the construction of aided turns. The data was from the spontaneous conversations at home between mothers and four males (sons) who used speech-output technologies. The analyses compared the durations of transitions between turns and symbols and frequency of mothers’ talk during the transitions. The mothers most often remained silent during the symbol-transitions, but when they talked, their speech was inspired by the current context and was not coincidental. When the mothers spoke during the symbol-transitions, their sons either continued or paused constructing their turn. Despite the effect on the progress of conversations, the participants did not orient to these expanded aided turns as challenging. The expansions manifested (a) in parallel (b) side by side with the aided turn, and (c) as a part of the ongoing aided turn. Analyzing the structural characteristics of aided conversations deepens our understanding of theoretical concepts, offers strategies to guide aided communicators and their partners, and helps to develop augmentative and alternative communication technologies that promote interactive communication.

Advancements in Indian Sign Language Recognition Systems: Enhancing Communication and Accessibility for the Deaf and Hearing Impaired

Sign language is an ocular-mobile language utilized by deaf or hearing-impaired individuals. It conveys a combination of handshapes, motions, facial expressions, and body postures. Sign language is an essential form of communication with its unique grammar and syntax. The communication barrier between those who use sign language and those who do not is substantial. India has approximately 63 million people in the deaf or hearing-impaired community (DHH). Therefore, research within the realm of sign language recognition (SLR) shows great potential in enhancing the quality of life for individuals facing hearing disabilities and promoting better communication and integration into society. In recent years, sign language recognition has attracted considerable attention due to its significant role in human-machine interaction, accessibility, real-time interpretation, educational tools, and communication aids. This study reviews the most current developments in Indian Sign Language Recognition Systems (ISLRS). It discusses the commonly used algorithms, standard datasets, and performance characteristics of these systems in detail. Lastly, it highlights the challenges and future perspectives of these emerging technologies.

Three patterns of symptom communication between patients and clinicians in the intensive care unit: A fieldwork study.

To describe different patterns of communication aimed at preventing, identifying and managing symptoms between mechanically ventilated patients and clinicians in the intensive care unit. We conducted a fieldwork study with triangulation of participant observation and individual interviews. Participant observation of nine patients and 50 clinicians: nurses, physiotherapists and physicians. Subsequent individual face-to-face interviews with nine of the clinicians, and six of the patients after they had regained their ability to speak and breathe spontaneously, were fully alert and felt well enough to sit through the interview. Symptom communication was found to be an integral part of patient care. We identified three communication patterns: (1) proactive symptom communication, (2) reactive symptom communication and (3) lack of symptom communication. The three patterns co-existed in the cases and the first two complemented each other. The third pattern represents inadequate management of symptom distress. Recognition of symptoms in non-speaking intensive care patients is an important skill for clinicians. Our study uncovered three patterns of symptom communication, two of which promoted symptom management. The third pattern suggested that clinicians did not always acknowledge the symptom distress. Proactive and reactive symptom assessment of non-speaking patients require patient verification when possible. Improved symptom prevention, identification and management require a combination of sound clinical judgement and attentiveness towards symptoms, implementation and use of relevant assessment tools, and implementation and skill building in augmentative and alternative communication. This study addressed the challenges of symptom communication between mechanically ventilated patients and clinicians in the intensive care unit. Our findings may have an impact on patients and clinicians concerned with symptom management in intensive care units. We used the consolidated criteria for reporting qualitative research. A user representative was involved in the design of the study.

The Exploration of Integrating the Midjourney Artificial Intelligence Generated Content Tool into Design Systems to Direct Designers towards Future-Oriented Innovation

In an age where computing capabilities are expanding at a breathtaking pace, the advent of Artificial Intelligence-Generated Content (AIGC) technology presents unprecedented opportunities and challenges to the future of design. It is crucial for designers to investigate how to utilize this powerful tool to facilitate innovation effectively. As AIGC technology evolves, it will inevitably shift the expectations of designers, compelling them to delve deeper into the essence of design creativity, transcending traditional sketching or modeling skills. This study provides valuable insights for designers on leveraging AIGC for forward-thinking design innovation. We focus on the representative AIGC tool, “Midjourney”, to explore its integration into design systems for collaborative innovation among content creators. We introduce an AIGC-based Midjourney path for product design and present a supporting tool card set: AMP-Cards. To confirm their utility, we undertook extensive validation through advanced prototype design research, task-specific project practices, and interdisciplinary collaborative seminars. Our findings indicate that AIGC can considerably enhance designers’ efficiency during product development, especially in the “explorative product shape” phase. The technology excels in identifying design styles and quickly producing varied design solutions. Moreover, AIGC’s capacity to swiftly translate creators’ concepts into visual forms greatly aids in multidisciplinary team communication and innovation.

Optimasi Kemampuan Komunikasi Anak Berkebutuhan Khusus dengan Aplikasi Comm-Screen

Background: Communication needs in children with special needs (ABK) are absolute things to strive for as optimally as possible. One speech therapy approach in facilitating these needs is alternative & augmentative communication (AAC). The development of AAC offers great potential to improve the effectiveness of nonverbal CwSN (Children with Special Needs) communication. Based on surveys, AAC is most widely used for patients with non/minimal verbal such as ASD (Autism Spectrum Disorders) or other conditions. Objective: this study aims to develop a mobile application-based AAC media innovation called Comm-Screen. Method: research is carried out quantitatively with tiered surveys and literature studies to design a prototype of the Comm-Screen application. The Comm-Screen application can display symbols (images) and output audio (sounds) that have been adapted to the culture and speech therapy interventions in Indonesia. The Comm-Screen application is also designed based on appropriate interventions and has been studied in the speech therapy profession to treat communication disorders in nonverbal CwSN. Results: From 54 respondents, 97% of them realized the importance of application-based AAC media in Indonesia as one of the preferred methods for learning communication for nonverbal CwSN. 97.7% of respondents stated that the Comm-Screen application prototype is effectively used as a medium for nonverbal CwSN communication intervention in Indonesia. Conclusion: There is hope from speech therapy practitioners for the advancement of AAC media with the Comm-Screen application that can meet the criteria and objectives of speech therapy interventions in Indonesia. Improvements and development of Comm-Screen applications are still needed as the need for future interventions increases. 
 
 Keywords: AAC, Communication, Nonverbal, Speech therapy

Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom

Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child’s unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6–9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them – vocal, movement-based, and gestural, technological, temporal – to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children’s resourcefulness and conversational asymmetry that highlights children’s agency amidst material, semiotic, and institutional constraints.

Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities

Augmented and alternative communication (AAC) mobile apps are increasingly being used to support students with learning disabilities in developing their communication and daily skills. Mobile AAC apps offer portability, user-friendliness and customisation that enables students with learning disabilities to communicate by using symbols, pictures and words for clear expression. This study investigated the experiences of two teachers with AAC mobile apps in promoting daily skills among students with learning disabilities. Semi-structured interviews were conducted with the teachers, exploring their perspectives on the effectiveness of specific AAC mobile app features. The interview questions were adapted from the Mobile Application Rating Scale (MARs). The findings revealed that AAC mobile apps featuring these features were particularly effective in assisting students with learning disabilities in developing their daily skills. The teachers highlighted the benefits of AAC mobile apps in enhancing communication, promoting independence and facilitating the acquisition of essential daily skills. This study contributes valuable insights into the practical application of AAC mobile apps in educational settings and emphasise the significance of customisable features to cater for the individual needs of students with learning disabilities. Additionally, the study highlights the need for further research to explore the long-term impact of AAC mobile apps on the communication and daily skills development of students with learning disabilities. The findings of this study have the potential to inform the development and implementation of innovative AAC mobile app-based interventions for students with learning disabilities to help these students to achieve their full potential and become independent.

Teacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs

For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn’t use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas.

Opinions and suggestions of special education teachers on augmentative and alternative communication systems (AACs)

Alternatif ve Destekleyici İletişim Sistemleri (ADİS) iletişim becerilerinde geçici veya kalıcı sınırlılığa sahip olan bireylerin işaret dili, semboller, yazı dili ve ileri teknolojik özelliğe sahip çeşitli iletişim araçları yoluyla kendilerini ifade edebilme ve iletişim gereksinimlerini karşılamada yararlandıkları yöntemler olarak tanımlanmaktadır. İletişim becerilerinde sınırlılık yaşayan özel gereksinimli bireylerin iletişim becerilerinin kazandırılmasında ve geliştirilmesinde çeşitli ADİS’ler kullanılmaktadır. Özel gereksinimli öğrencilerle çalışan öğretmenlerin ADİS’leri işlevsel olarak kullanmaları öğrencilerinin iletişim becerilerini desteklemek için oldukça önemli görülmektedir. Bu bağlamda araştırmanın amacı özel eğitim öğretmenlerinin ADİS ilişkin düşüncelerini, kullanma durumlarını ve önerilerini belirlemektir. Bu amaçtan hareketle araştırma nitel araştırma desenlerinden durum çalışması desenine göre yürütülmüştür. Araştırmanın çalışma grubunu, farklı okul tür ve kademelerinde ağır ve/veya çoklu yetersizliği olan öğrencilerle çalışan 17 özel eğitim öğretmeni oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından hazırlanan ve yedi sorudan oluşan yarı yapılandırılmış görüşme formu, yansıtmalı araştırmacı günlüğü ve gözlemler yoluyla toplanmıştır. Elde edilen veriler içerik analiziyle analiz edilmiştir. Araştırma sonun da elde edilen bulgular dört tema sekiz kategori ve 26 kod altında toplanmıştır. Araştırmada elde edilen sonuçlara göre araştırmaya katılan öğretmenlerden yedisi ADİS’i kullanırken 10 öğretmenin ise kullanmadığını belirtmiştir. Öğretmenlerin sıklıkla kullandıkları ADİS’in Resimli İletişim Sistemi (RİS) olduğu sonucuna ulaşılmıştır. Araştırmanın bulguları ilgili literatür ile ilişkilendirilerek tartışılmış, araştırma ve uygulamaya yönelik önerilere yer verilmiştir.

Pengaruh Video Suport Terhadap Pengambilan Keputusan Wasit Futsal

With the current development and advancement of technology, various types of high-tech auxiliary equipment have been gradually introduced into futsal matches to help referees officiate matches, starting with referee communication aids and now the introduction of Video Support. The Indonesian Pro Futsal League is adopting Video Support in the 2022/2023 competition season. The aim of this research is to find out an overview of the introduction of Video Support in futsal matches with the decision making of futsal referees. The method used in this research is a qualitative descriptive research method. This study is to find out what Video Support represents in the 2022/2023 futsal competition with percentages and a t test to determine the effect. The match variables that the researchers considered included: goals, penalties, yellow cards and red cards. The research results produced in this study were that for VS goals, the average score was 0.167, for yellow cards 0.227, for red cards 0.524, and for violations 0.102. In other words, the use of VS in pro futsal league matches has a good picture, especially in helping futsal referees in making decisions on the field. Meanwhile, to find out the effect, the results obtained showed that there was a significant influence of the use of video supports on the futsal referee's decision making in the field, with a calculated t test result of 8.544 t table 1.623. When the referee experiences problems in making decisions, especially in goals, yellow cards, red cards and undetected violations, the role of video support will help the referee in making better decisions.