Augmentative Communication Research Articles

Considerations for Alternative Decision-Making When Transitioning to Adulthood for Youth With Intellectual and Developmental Disabilities: Policy Statement.

With advances in medical care, more youth with intellectual and/or developmental disabilities (IDD) are transitioning into adulthood. Patient- and family-centered, integrated care is warranted around this time of transition. Support teams (including the youth, caregivers, teachers, and pediatricians) should engage in transition planning, ideally starting between 12 and 14 years of age, to identify and develop resources to support the maturing youth's capacity for independent decision-making. Care teams should consider the varied levels of alternative decision-making support, which may include supported decision-making, medical proxy decision-making, power of attorney, and/or establishment of legal guardianship arrangements, to support the youth's health and well-being optimally. Ultimately, if independent decision-making is not appropriate, the goal for youth with IDD should be the least restrictive alternative, while preserving human rights and human dignity and promoting their autonomy. These considerations review alternative decision-making support, concepts, and legal requirements available for youth with IDD and their care teams. Pediatricians can support youth with IDD and their families in the transition process and decision-making autonomy by actively engaging the youth in care decisions, supporting needs for augmentative communication, fostering their expression of preferences and understanding of care decisions, and linking them to resources such as the medical-legal partnership model.

Representation of aided AAC in contemporary young adult fiction

The current study explored both the extent to which representation of augmentative and alternative communication (AAC) exists in young adult literature, as well as qualitative characteristics of that representation. A systematic search of multiple databases was conducted using standardized keywords and inclusion criteria. Descriptive statistics and literary content analysis were employed in order to analyze quantitative and qualitative information about each of the 32 novels that fit inclusion criteria. Results indicated that, while representation of AAC in young adult fiction largely aligned with existing statistics regarding types of AAC devices used, stories often differed from current information about the most common etiologies of AAC users. Analyses of character development revealed most featured AAC-using characters were multidimensional and expressed positive attitudes regarding their devices, although some characters also expressed frustration. These results indicated that representation of AAC in young adult literature was sparse. However, the representation that did exist at least partially reflected reality and may represent a positive portrayal of AAC use and users.

What relationships exist between nouns and verbs and the use of prepositions, adverbs, and adjectives in children and adolescents who use speech generating devices?

The relationships between the use of nouns and verbs, and other word classes have been well established in the typical language development literature. However, questions remain as to whether the same relationships are seen in the language use of individuals who use graphic symbol-based augmentative and alternative communication (AAC). The aim of the study was to examine relationships between the use of verbs and nouns, and the use of prepositions, adverbs, and adjectives through a secondary analysis of language transcripts taken from 12 children and adolescents who used aided AAC in conversation with an adult. A series of multiple linear mixed-effect regression analyses showed a positive predictive association between the use of verbs and the use of prepositions and adverbs, as well as a positive predictive relationship between the use of nouns and the use of adjectives. The theoretical and practical implications of these findings are discussed.

Effects of an Augmentative and Alternative Communication Intervention Package on Socio-Communicative Behaviors Between Minimally Speaking Autistic Children and Their Peers.

The purpose of this study is to investigate the effectiveness of an augmentative and alternative communication (AAC) intervention package consisting of systematic instruction and aided modeling with speech-output technologies on the acquisition, maintenance, and generalization of socio-communicative behaviors-initiating a request for a turn, answering questions, and commenting-in four, minimally speaking (MS) autistic children between the ages of 6 and 9 years. A multiple-probe design across behaviors replicated across participants was implemented to evaluate the effects of systematic instruction and aided modeling on initiating requests for a turn, answering questions, and commenting behaviors. Additionally, a pre- and posttreatment multiple-generalization-probes design was used to assess generalization across peers. Visual analyses demonstrated experimental control for two participants (i.e., Derek, Ajay) showing a functional relationship between the intervention and outcomes across all social communicative behavior. For one participant (i.e., Matthew), experimental control could not be established because he did not reach the learning criterion for commenting. The fourth participant (i.e., John) transferred to a different school after making some progress on requesting. Effect size indicator analyses corroborated these findings, indicating medium-to-strong effects for initiating requests for a turn strong effects for answering questions, and medium-to-strong effects for commenting. Generalization of socio-communicative behaviors from researcher to a typically developing peer was variable across participants. Participants maintained socio-communicative behaviors 3 weeks after the last intervention session with varying degrees of success. The outcomes of this study suggest that aided modeling and systematic instruction using speech-output technologies may lead to gains in socio-communicative behaviors in some MS autistic children. https://doi.org/10.23641/asha.25799935.

40 Years of Eye Typing: Challenges, Gaps, and Emergent Strategies

Gaze interaction enables users to communicate through eye tracking, and is often the only channel of effective and efficient communication for individuals with severe motor disabilities. While there has been significant research and development of eye typing systems, in the context of augmentative and alternative communication (AAC), there is no comprehensive review that integrates the key findings from the variety of aspects that constitute the complex landscape of gaze communication. This paper presents a detailed review and characterization of the literature and aims to consolidate the disparate efforts to provide eye typing solutions for AAC users. We provide a systematic understanding of the components and functionalities that underpin eye typing solutions, and analyze the interplay of the different facets and their role in shaping the user-experience, accessibility, performance, and overall effectiveness of eye typing technology. We also identify the major challenges and highlight several areas that require further research attention.

The research status of augmentative and alternative communication for children with special needs in mainland China: A bibliometric analysis

AbstractAugmentative and alternative communication (AAC) refers to methods and tools that facilitate communication for individuals with limited functional speech. This study aims to present and analyse the research status of AAC interventions for children with special needs in mainland China using a bibliometric analysis approach. The researcher conducted a literature search in the China National Knowledge Infrastructure (CNKI) database to identify relevant studies. Based on the literature search, 80 articles met the inclusion criteria. The research literature spans from 2007 to 2022, with a notable increase in publications after 2015. The majority of studies focus on children with autism, while other disabilities, such as intellectual disabilities and cerebral palsy, receive less attention. AAC interventions primarily utilize low‐technology communication aids, with limited use of high‐technology tools. Research on AAC interventions for children with special needs in mainland China has grown recently. However, it still falls short of meeting the potential demand to promote the application and development of AAC. More diverse research is needed, including various disabilities and higher‐technology AAC tools. The effectiveness of AAC in impacting users and their communication partners will increase their quality of life and social interactions.

Deep Learning Based Lipreading for Video Captioning

Visual speech recognition, often referred to as lipreading, has garnered significant attention in recent years due to its potential applications in various fields such as human-computer interaction, accessibility technology, and biometric security systems. This paper explores the challenges and advancements in the field of lipreading, which involves deciphering speech from visual cues, primarily movements of the lips, tongue, and teeth. Despite being an essential aspect of human communication, lipreading presents inherent difficulties, especially in noisy environments or when contextual information is limited. The McGurk effect, where conflicting audio and visual cues lead to perceptual illusions, highlights the complexity of lipreading. Human lipreading performance varies widely, with hearing-impaired individuals achieving relatively low accuracy rates. Automating lipreading using machine learning techniques has emerged as a promising solution, with potential applications ranging from silent dictation in public spaces to biometric authentication systems. Visual speech recognition methods can be broadly categorized into those that focus on mimicking words and those that model visemes, visually distinguishable phonemes. While word-based approaches are suitable for isolated word recognition, viseme-based techniques are better suited for continuous speech recognition tasks. This study proposes a novel deep learning architecture for lipreading, leveraging Conv3D layers for spatiotemporal feature extraction and bidirectional LSTM layers for sequence modelling. The proposed model demonstrates significant improvements in lipreading accuracy, outperforming traditional methods on benchmark datasets. The practical implications of automated lipreading extend beyond accessibility technology to include biometric identity verification, security surveillance, and enhanced communication aids for individuals with hearing impairments. This paper provides insights into the advancements, challenges, and future directions of visual speech recognition research, paving the way for innovative applications in diverse domains.

AAC Business as Usual: Clinical Practice of School-Based Speech-Language Pathologists

School speech-language pathologists (SLPs; n = 233), via survey, provided the following business-as-usual (BAU) augmentative and alternative communication (AAC) practices: (a) service delivery models, (b) treatment intensity, (c) the number of aided models provided, and (d) caseload size and knowledge. In addition to descriptive analyses, logistic regressions determined if caseload predicted the most frequently used BAU practices. Group pull-out with two, 30-minute sessions per week was used most frequently. Most SLPs provided fewer than 20 aided models per 15-minute period. Logistic regressions revealed that SLPs with larger caseloads did not utilize the group pull-out model as frequently as SLPs with smaller caseloads. As caseload size increased, SLPs were more likely to use classroom-based services. Finally, only SLPs with large caseloads were considered high-frequency modelers. Overall, this survey provides clinicians with a starting point to enhance clinical decisions until additional BAU quantitative research is conducted with children who use AAC systems.

Age of Information Based Scheduling for UAV Aided Localization and Communication

Age of Information Based Scheduling for UAV Aided Localization and Communication

Resource Allocations for Coexisting eMBB and URLLC Services in Multi-UAV Aided Communication Networks for Cellular Offloading

Resource Allocations for Coexisting eMBB and URLLC Services in Multi-UAV Aided Communication Networks for Cellular Offloading

Implementasi Metode Agile Scrum Dalam Perancangan UI/UX Design Command Control Map Service Di PT. Len Industri (Persero)

Implementasi Metode Agile Scrum Dalam Perancangan UI/UX Design Command Control Map Service Di PT. Len Industri (Persero)

‘I just stopped pushing’

Background: Previous studies have demonstrated that communication partner training is an effective means to alter the use of communication aids. Partners use many types of facilitative strategies and practices during aided interaction. Despite the study findings, communication aids are often unused, and communication partners feel that using them is challenging. Aim and method: This article describes the positive change that occurs in a mother’s practices during aided conversation with her son after a video-based intervention. The research method is conversation analysis. Results: The analysis demonstrates how before the intervention, the mother pushed her son to use a speech-generating device, and how after the intervention she facilitated his use of the device by using it together with her son, and by positioning herself as an equal conversationalist who shared her thoughts. Conclusion: The results of this study contribute to a deeper understanding of different communication partner practices and offer new ideas for updating the general recommendations for facilitating aided conversations.

Is There a Place for Pseudostuttering Assignments in Speech-Language Pathology Training Within the Neurodiverse Paradigm?

Purpose: The continued use of pseudostuttering assignments, a disability simulation for speech-language pathology students, needs to be reexamined to align with neurodiversity and students' reluctance to participate in these studies. Stuttering, from a neurodiverse perspective, is regarded as a normal speech variation, rather than a disorder. The purpose of this research was for people who stutter, speech-language therapy students, and faculty members to respond to a survey to determine the future of these assignments, in terms of developing empathy and clinical skills of pseudostuttering. Method: A descriptive design electronic survey using typical case sampling was disseminated globally. A total of 134 participants, divided into three participant groups, completed the survey. The survey consisted of 84 closed- and open-ended questions. Percentages and thematic analysis were used to determine the results. Results: Quantitative and qualitative analyses indicated that 83% of speech-language pathology faculty members supported these assignments. Forty-eight percent of people who stutter and 58% of speech-language pathology students felt negatively toward pseudostuttering assignments. Students reported being more comfortable performing augmentative and alternative communication simulations than pseudostuttering or aphasia simulations. Students were concerned that pseudostuttering assignments were offensive and stigmatizing for people who stutter. Conclusions: The results reflect the benefits of partnering with all the constituent groups. Adaptations to pseudostuttering assignments, such as speaking with people who stutter and adopting a neurodiverse, inclusive approach to student education, are recommended.

AAC in AACtion: Collaborative Strategies for Special Education Teachers and Speech-Language Pathologists

Augmentative and alternative communication (AAC) refers to a wide variety of communication devices, systems, tools, and strategies that support or replace spoken language. Augmentative and alternative communication users represent a range of ages, abilities, and communication needs. Support for AAC often begins in the public school setting. Although the Individuals with Disabilities Education Act (IDEA) mandates public schools to provide adequate assistive technology for communication and training to support implementation, researchers estimate that fewer than 40% of students with communication impairments using AAC are proficient communicators. Barriers to implementation include a lack of training opportunities, limited preparation time, unfamiliarity with AAC systems, and difficulty finding evidence-based strategies for AAC. To address these, we present evidence-based strategies that speech-language pathologists (SLPs) and special education teachers may use in collaboration to support students using AAC and practical tips for implementation. Strategies described include aided language modeling, core vocabulary, and communication partner support behaviors. Planning considerations for collaboration are discussed.

The confidence and competence of speech language pathologists in augmentative and alternative communication: a scoping review

Augmentative and alternative communication (AAC) is a core component of speech pathology practice. However, international literature has highlighted that speech language pathologists (SLPs) may not feel confident or competent in this area. Confidence and competence are critical factors in therapy as they can impact the quality-of-service provision. The purpose of this scoping review was to investigate the confidence/competence of SLPs in AAC. A systematic scoping search was conducted using four databases to identify relevant literature. The first two authors reviewed 30% of abstracts and the remaining 70% were reviewed by the first author. Full-text screening applied the same review approach. Data was then extracted and organized according to the research questions. Thirteen studies were included in the review. All thirteen used self-assessment to measure confidence or competence with one study also using an objective evaluation. Overall, confidence and competence levels varied based on the specific clinical task and etiology of the client in addition to being influenced by prior training, clinician age, workplace and AAC caseload. While current research provides a snapshot of the SLP workforce, it is limited in that the research predominantly uses self-assessment measures, is cross-sectional and is quantitative in nature. Further research into the confidence and competence of SLPs in AAC is required, specifically how confidence and competence can be defined and developed.

The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough?

The selection of appropriate vocabulary is a crucial and challenging aspect of augmentative and alternative communication (AAC) intervention. Core vocabulary lists are frequently used to support vocabulary selection for children who require AAC. A vocabulary domain that has garnered limited attention within the AAC literature is relational basic concepts (RBCs). RBCs describe relationships between objects, persons, or situations, and play a pivotal role in language development, communication, and academic success. For the present study, we created a list of 156 RBCs, drawing primarily from assessments that measure basic concept knowledge in preschool and early elementary school students. We examined the overlap of these words on nine core vocabulary lists. We found that most concepts were not represented on any core lists. Additionally, there was relatively little overlap of RBCs between the core lists. These findings suggest that vocabulary selection resources created using exclusively a core vocabulary approach may have limited utility for identifying many concepts that preschool and early elementary students are expected to know and use. Implications for AAC research and practice are discussed with emphasis on the need for further consideration of RBCs within vocabulary selection practice and the field of AAC at large.

Multilingualism and Augmentative and Alternative Communication: A Review of the Literature

Purpose: Individuals from culturally and linguistically diverse backgrounds who use augmentative and alternative communication (AAC) are often offered English-only AAC systems that do not meet their language needs. The aim of this review article was to describe the research published on multilingual AAC, define any emerging best practices, and highlight gaps in the literature that exist to ensure equal language access for all learners. Method: The authors reviewed the literature by searching relevant databases using a variety of search terms. Following our inclusionary and exclusionary criteria, 15 articles were yielded for coding and then patterns were reported. Results: The authors found that more than half of the included articles were expert opinion papers on AAC delivery, barriers to AAC and multilingualism, and code-switching using AAC. The included qualitative studies aimed to summarize the perceptions on AAC services—their impact, facilitating and limiting factors in communication, and the importance or relevance of using an AAC device. Only two quantitative studies were included. Conclusions: Practitioners have an obligation to support multilingual clients who use AAC across all languages they speak at school, at home, and in the community. Much of the literature supports encouraging multiple languages, but limited access to multilingual AAC systems are available. There is also a dire need for empirically based studies and more perspectives by way of interviews or surveys.

British Sign Language and its Role in Dentistry

Hearing impairments affect up to 1.57 billion individuals globally, and 11 million people within the UK. Worldwide, 60% of hearing loss in children is due to preventable causes. Types of hearing loss vary in their aetiology and severity; however, all can negatively affect an individual's quality of life. The general health of those within the deaf population has been shown to be poorer than that of the general population, with under-diagnosis and under-treatment of chronic conditions putting individuals at risk of preventable ill-health. Deaf individuals experience greater problems in accessing healthcare, with a lack of British Sign Language (BSL), deafness awareness training and other communication aids being identified as barriers in such settings. With respect to dental health, deafness can result in poorer oral hygiene and greater dental caries. Communication issues faced at the dentist include being called from the waiting room, communicating with the dental team, mask wearing and background noise in the surgery. British Sign Language is a visual and spatial language, using movements of the hands, body, face and head. With its own grammar, syntax, idioms and regional variations, it is recognized as an official language in England, Wales and Scotland. This article provides a general background on hearing loss, its influence on general and dental health, an introduction to BSL, and hopes to encourage the general dental practitioner to seek further training in BSL. CPD/Clinical Relevance: To aid in effective communication with patients who have hearing loss, a knowledge of BSL would be helpful.

The importance of the team in small animal CPR

This review draws on evidence from human medicine to assess the team factors most relevant to small animal cardiopulmonary resuscitation (CPR). It is increasingly being recognised that leadership, team building, communication and situational awareness all impact both the team's experience and clinical outcomes. Leadership training, nurse-led teams, debriefing, closed-loop communication and cognitive aids have all been shown to improve CPR performance and thus deserve consideration alongside the practical elements of arrest and resuscitation. There is limited primary evidence to support this claim in veterinary medicine. However, the mental models underpinning clinical human factors are largely seen as transferable, with veterinary governing bodies supporting their inclusion in practice culture and training.

The Perceptions of Speech-language Pathologists toward Augmentative and Alternative Communication in China

The purpose of this study is to investigate the awareness and use of Augmentative and Alternative Communication (AAC) systems, as well as the related training received by speech therapists in China. A questionnaire survey was designed and distribute to speech therapists in hospitals, rehabilitation organizations and universities in China. A total of 50 valid questionnaires were returned. The results showed that 94% of the speech therapists had heard of various AAC tools. However, only 10% of the speech therapists considered themselves proficient in providing AAC assessment and intervention services. 30% of them had never received AAC training, 48% had attended seminars or lectures related to AAC but had not received systematic training, and 20% had only received less than 1 day of training. 80% of the speech therapists expressed a strong interest in participating in AAC training, and most of the speech therapists believed that the AAC tools helped improve their patients’ communication skills. This research provided insights into how Chinese speech therapists perceived AAC devices. However, the research also revealed a lack of training and experience with AAC in China.