Communication Interventions For Individuals Research Articles

A Literature Review of Social Communication Interventions for Individuals with Autism Spectrum Disorder in General Education Settings

A Literature Review of Social Communication Interventions for Individuals with Autism Spectrum Disorder in General Education Settings

Supporting Aided Augmentative and Alternative Communication Interventions for Individuals With Complex Communication Needs via Telepractice: A Tutorial

Purpose People who experience complex communication needs often benefit from interventions involving augmentative and alternative communication (AAC). However, barriers often prevent people from accessing high-quality AAC interventions. The COVID-19 pandemic likely further disrupted the onset or continuity of intervention. Furthermore, people with complex communication needs are typically at greater risk of experiencing health care disparities in general, particularly when people are culturally and linguistically diverse or reside in rural areas. Telepractice has supported the delivery of AAC interventions as an alternative model to replace or supplement in-person services during the pandemic. Considerations for how telepractice can continue to support intervention delivery to address barriers to access are discussed in this tutorial. Method We provide an overview of telepractice applications, guidance, and resources to support practitioners in developing and providing evidence-based AAC interventions via telepractice. We provide functional examples, sample questions, and practice resources (e.g., American Speech-Language-Hearing Association, National Telehealth Consortium). We describe intervention activities, discuss relevant literature, and address practice implications from our own research. Results We propose arrangements for initial planning for telepractice by the practitioner providing the intervention or consultation (for ease and clarity, this role is referred to as the “tele-provider”). We also discuss how to support recipients of these services, which likely include the person who communicates using AAC as well as a family member/caregiver or direct support person who is in the same physical location and who facilitates intervention implementation (for ease and clarity, this individual is referred to as the eHelper). Conclusions Telepractice has been necessary for many practitioners to provide AAC intervention continuity when in-person services have been unavailable during the pandemic. As this need resolves, telepractice is an important consideration for future innovation in AAC intervention delivery for greater access to supports and services. Supplemental Material https://doi.org/10.23641/asha.16620223

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses.

In the current investigation, we reviewed the literature on communication interventions for individuals with intellectual and developmental disabilities (IDD) on college campuses. Eight studies met our inclusion criteria. Data were extracted related to participant demographics (e.g., disability, response form, type of postsecondary program) and study variables (e.g., design, settings, intervention). We evaluated the methodological quality of each study using the National Technical Assistance Center on Transition's Quality Indicator Checklist for single-case design studies. Results indicated a dearth of literature in this critical area and that extant literature reflected a primary research emphasis on the use of multi-component packages to teach communication skills to students with mild or no intellectual disability. Limitations and implications for research and practice for transition professionals and university campus providers are discussed.

Communication intervention for individuals with Down syndrome: Systematic review and meta-analysis

ABSTRACTObjective: A systematic review was conducted to identify effective intervention strategies for communication in individuals with Down syndrome. Methods: We updated and extended previous reviews by examining: (1) participant characteristics; (2) study characteristics; (3) characteristics of effective interventions (e.g., strategies and intensity); (4) whether interventions are tailored to the Down syndrome behavior phenotype; and (5) the effectiveness (i.e., percentage nonoverlapping data and Cohen’s d) of interventions. Results: Thirty-seven studies met inclusion criteria. The majority of studies used behavior analytic strategies and produced moderate gains in communication targets. Few interventions were tailored to the needs of the Down syndrome behavior phenotype. Conclusion: The results suggest that behavior analytic strategies are a promising approach, and future research should focus on replicating the effects of these interventions with greater methodological rigor.

A Meta-Analytic Review of Family-Implemented Social and Communication Interventions for Individuals with Developmental Disabilities

This study presents a meta-analysis of single-case experimental research on family-implemented interventions for improving the social and other communicative behaviors of individuals with developmental disabilities (DD). A total of 40 studies were included in this meta-analysis. The Tau-U effect size with the Kruskal-Wallis and the Dunn post hoc tests were calculated to analyze the following variables: age, communication and language characteristic, intervention type, and dependent variable. Overall, the results indicate that family-implemented interventions have a moderate effect on the social and other communicative behaviors of individuals with DD. Analyses for age yielded statistically significant findings for preschool-aged individuals compared to adolescent- and adult-aged individuals. Small to moderate effect sizes were noted across categories for communication and language characteristic, intervention type, and dependent variable. Limitations and implications for future research and for practitioners are discussed.

Coaching communication partners appears to be helpful in communication intervention for individuals with Rett syndrome

This review provides a summary and appraisal commentary on the treatment review by Bartolotta, T. E., & Remshifski, P. A. (2012). Coaching communication partners: A preliminary investigation of communication intervention during mealtime in Rett syndrome. Communication Disorders Quarterly, doi: 10.1177/1525740112453165. Source of funding and disclosure of interest: The first author received funding from Kean University; the original authors of this research report no conflicts of interest.

From Premack to PECS: 25 years of progress in communication intervention for individuals with developmental disabilities

Educational and behavioural psychologists have made major contributions to the field of communication intervention for individuals with developmental and physical disabilities. A brief personal perspective is provided on some of the major works and contributors that have shaped the field over the past 25 years. Major contributions and personal influences include: (a) David Premack and other ape‐language researchers; (b) Reichle’s work on graphic‐mode communication; (c) Bondy and Frost’s Picture‐Exchange Communication System; and (d) a chance encounter with some unused communication devices. The advances made over the past 25 years in this area have been dramatic and have enabled many non‐speaking individuals with developmental and physical disabilities to communicate more effectively.

Introduction to the clinical forum on communication interventions for individuals with severe disabilities.

Introduction to the clinical forum on communication interventions for individuals with severe disabilities.

Augmentative and Alternative Communication Intervention for Individuals with Chronic Severe Aphasia: An Evidence-Based Practice Process Illustration

Augmentative and Alternative Communication Intervention for Individuals with Chronic Severe Aphasia: An Evidence-Based Practice Process Illustration