Use Of AAC Research Articles

Production and use of AAC in India

AbstractAAC was introduced in India in 1970s. However, there were only three factories producing a total of less than 1 million m3/year till 2008. Post 2009, AAC blocks gained popularity due to their numerous advantages, including high strength, excellent insulation properties, fire resistance, sound absorption, and cost advantages over alternate walling materials. The use of AAC blocks has also been promoted by the Indian government's emphasis on sustainable and eco‐friendly building materials. The number of factories increased rapidly to over 150 factories with a cumulative capacity of over 25 million m3/year in 2022 (a growth of 25 times in nearly 15 years). Despite the rapid growth, the share of AAC in walling industry in India is still in the range of 5%–6%. There is still a lot of room for the industry to grow. AAC reinforced products have also been recently re‐introduced in India, though it is still at a very nascent stage and the share of AAC reinforced products in total AAC sales is less than 1%. More than 95% of AAC industry in India uses fly ash as the primary raw material and faced challenges initially to stabilize the design mix, due to variations in raw material characteristics. The rapid growth also resulted in improper implementation of standards and processes, during both production and application. The primary issue on the production side has been lower compressive strength and higher corner chipping. The main challenge on the application side has been improper techniques such as non‐usage of reinforcement beams and fiber meshes, which led to cracks in masonry subsequently. Now, the AAC industry is working together with applicators and researchers to overcome these challenges, in order to consolidate the gains and continue the rapid growth trajectory to become the preferred walling material.

Influence of carbon dioxide on shrinkage behavior and compressive strength of AAC in accelerated tests

AbstractBackgroundThe German application standard DIN 20000‐404:2018‐04 for the use of AAC according to DIN EN 771‐4:2015‐11 describes a method to determine the long‐term resistance due to carbonation. Thus, the total value of the drying shrinkage as specified in DIN EN 680:2006‐03 must not exceed 0.40 mm/m. This threshold was evaluated using empirical methods.ObjectiveIn order to verify the above threshold, additional studies were carried out in this paper on AAC blocks from different manufacturers.ExperimentalDeviating from the standard climate according to DIN EN 680:2006‐03, a parametric study was carried out under laboratory conditions. All AAC specimens were stored at a relative humidity of 80% and a carbon dioxide concentration of 0.5% by volume. In addition to the shrinkage behavior, the compressive strength behavior of the AAC specimens with increasing carbonation progress was investigated.ResultsThe degree of carbonation of the individual AAC types progresses at different rates. AAC that carbonates faster shows a greater change in length (up to about 5.2 mm/m) and a significant loss in compressive strength (up to about 50%). In some cases, the compressive strength initially increases before decreasing again. AAC containing fly ash only shows an increase in compressive strength with progressive carbonation.ConclusionsThe determination of the total value of drying shrinkage according to DIN EN 680:2006‐03 appears to be the most suitable method so far to identify AAC blocks with an increased risk towards carbonation with a manageable effort. The accompanying compressive strength tests indicate that the specified limit value of 0.40 mm/m according to DIN 20000‐404:2018‐04 is also appropriate.

Attitudes toward the use of low-tech AAC in acute settings: a systematized review

The purpose of this systematized review was to investigate how attitudes toward low-tech AAC might be impacting its use in acute care settings. A comprehensive and systematic search of databases identified 23 articles for inclusion. Thematic analysis using the World Health Organization International Classification of Functioning, Disability and Health (ICF) framework facilitated a narrative synthesis of findings. Results suggest that in acute care settings (a) adult patients, families, nursing staff, medical team, and allied health professionals all have opportunities to use but do not regularly engage with AAC; (b) individuals reject low-tech AAC devices for a variety of reasons, including that they are not useful, necessary, suitable, or appropriate in settings such as intensive care units; (c) negative attitudes toward AAC are linked to a lack of initial training and ongoing support, perceived impersonal content, limited functionality, and a lack of consistent availability; and (d) positive attitudes toward low-tech AAC are more prevalent when training and support are offered, low-tech AAC effectiveness is demonstrated, and organizational, financial, and procedural commitments are provided. Limitations of the research are highlighted and future research opportunities are identified.

A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners

The aim of this review was to critically synthesize barriers and facilitators to the use of AAC systems by children with autism spectrum disorder (ASD) and their communication partners. Qualitative data related to barriers and facilitators were synthesized from 42 studies located using a systematic search. A diverse range of studies was examined in order to identify the span of barriers and facilitators reported in the literature. Included studies comprised quasi-experimental, non-experimental, and qualitative study designs. The full range of unaided, low-tech aided, and high-tech aided AAC systems were reported across the included studies. The critical synthesis identified 5 themes to which barriers and facilitators are related: (a) Intervention Services and Service Providers, (b) AAC Systems and Technologies (c), Communication Partners of Children with ASD, (d) Parents of Children with ASD, and (e) Children with ASD. The findings suggest that barriers and facilitators to the use of AAC vary across individuals, AAC modalities, and environments. By identifying barriers and facilitators to the use of AAC experienced by children with ASD and their communication partners, service providers might be better equipped to support these children and their communication partners. Clinical implications and future research directions are discussed.

Use of AAC as a New System in Communication Disorder

Use of AAC as a New System in Communication Disorder

Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

The purpose of this study was to examine pre-service special education teachers’ perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

Reflections of Malaysian parents of children with developmental disabilities on their experiences with AAC

Parents play an important role in the successful implementation of AAC. Previous research has indicated that parents in different countries have varying perceptions about the use of AAC and face different challenges in its implementation. To date, there is limited information about the use of AAC by children in Malaysia or parents’ views about its use. The aim of this study was to explore Malaysian parents’ perception of AAC and their experience when supporting their children who use AAC. For this study, 12 parents of children with autism spectrum disorder and cerebral palsy were involved in semi-structured individual interviews. Qualitative content analysis was used to analyze interview data. Following analysis, three themes were identified: (a) impact of the use of AAC, (b) challenges faced, and (c) hopes and expectations. Participants reported that the use of AAC had a positive impact on their children, but that they faced challenges related to the child, the settings, and the system itself, as well as a lack of time and support. Findings from this study provide an insight for Malaysian speech therapists about the challenges faced by parents when supporting their children who use AAC, and how important it is to overcome these challenges to ensure successful implementation of AAC.

Asesoramiento a docentes en el uso de un sistema aumentativo y alternativo de comunicación

El estudio presenta los resultados de un asesoramiento a una maestra, una educadora y un logopeda en el uso de un sistema aumentativo y alternativo de comunicación (SAAC), basado en el signado de palabras clave del discurso o keyword signing (KWS), con el fin de estimular el desarrollo de las habilidades comunicativas de seis alumnos con discapacidad intelectual y del desarrollo (DID) y otros trastornos asociados de entre 6 y 8 años. Los resultados evidencian que el asesoramiento favoreció la incorporación del signado de palabras clave por parte de los docentes en las interacciones con los alumnos, así como la reducción de la velocidad de su discurso. En cuanto a los alumnos, el uso del SAAC fue diferente en cada uno de ellos y, en algunos casos, se apreció un ligero aumento de inicios de turno. Se valora la necesidad de continuar trabajando con los docentes para favorecer la creación de entornos que favorezcan la comunicación.

COST EFFECTIVENESS OF USING AAC BLOCKS FOR BUILDING CONSTRUCTION IN RESIDENTIAL BUILDING AND PUBLIC BUILDINGS

Red bricks are one of the most pre-eminant construction material used for construction. The carbon dioxide emissions in the brick manufacturing process has been certified as a relevant factor to global warming. Therefore, it becomes necessary to focus more on pursuing environmental solutions for greener environment. To fulfill this objective, new construction materials can be used for construction. One such material i.e., AAC blocks can be used as an alternative material for construction. This paper highlights the comparative statistical analysis of cost effectiveness of using AAC blocks instead of traditional red bricks. The use of AAC blocks gives an eventual solution to the construction industry about the environmental related issues. In this study, an attempt has been made to replace the burnt clay red bricks with the autoclave aerated concrete blocks. The different types of tests were performed to determine various properties of AAC blocks as compared to others. The 6” and 9” thick wall building were designed using Staad pro software and the cost calculation for different component parts of the building were carried out. From the experimental results, it is observed that the compressive strength of AAC block is comparatively more than traditional bricks and the density of AAC block is comparatively less which helps in reducing the dead load of structure. It is found that upto 15 to 20% , the cost of construction can be reduced by using AAC blocks.

Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities

A multiple probe design across participants was used to evaluate the effects of a systematic instructional package with individualized adaptations (e.g., use of AAC and additional manipulatives) on the acquisition of early numeracy skills for three participants with severe multiple disabilities (i.e., severe physical disabilities, moderate intellectual disability, blindness) and complex communication needs. The intervention included scripted lessons, math story read-alouds, manipulatives, and graphic organizers that were adapted to meet participant needs. Voice-output single switch devices were used by participants to respond during instruction and assessment. Twelve early numeracy skills were embedded into each lesson and each lesson was taught three or four times before moving to the next. All participants demonstrated low numbers of correct responses during baseline. After intervention, participant data indicated a therapeutic change in trend and level, demonstrating a functional relationship between the intervention and number of correct early numeracy responses. Social validity measures were collected from the special education teacher. In addition, study limitations, implications for practice, and suggestions for future research are discussed.

말-언어장애 아동을 위한 보완·대체 의사소통(AAC) 활용을 위한 탐색

This article provides a comprehensive summary of basic information on the AAC for children with speech-language disorders. It covers the nature and extent of the use of AAC in general, explains the ways of using AAC for children with communication disorders and discusses what we need to consider when to use AAC for those children. The purpose is to make available, in a single article, the information someone would need to be acquire a general understanding of how AAC could be applied and function for those specific population.

Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities). We developed two surveys (a) to describe children's use of AAC in preschool classrooms, as well as the use of prompts and question asking, and augmented input by their communication partners; and (b) to describe teachers’ experience, training, and perceived support in providing AAC. We then examined the relationship between children's experience of AAC, including the use of prompts, question asking, and augmented input by their partners, and the growth of receptive and expressive language for 71 children with developmental disabilities over a two-year period. The use of AAC by peers to provide augmented input was associated with stronger language growth; the use of prompting and question asking by teachers was associated with weaker language growth. Teachers reported that they received little training regarding ways to support a child's use of AAC. Results suggest the need for further research on promoting AAC use at the preschool level, including research to promote peer interactions for AAC users.

Promoting Speech Development Through the Use of AAC

Promoting Speech Development Through the Use of AAC

Challenges in the communication between ‘communication vulnerable’ people and their social environment: An exploratory qualitative study

ObjectiveCommunication vulnerable people are often unable to communicate effectively within their social environment, hindering client-centered care and participation in daily life. This study aims to explore the experiences of communication and the factors that influence this in long term care settings. MethodsA qualitative study using the critical incident method. Communication vulnerable clients and people within their immediate environment were interviewed about their communication experiences. ResultsThirty-nine individuals in three settings participated in the interviews, of which 14 were clients. Specific challenges in communication were presented in different relationships. The main influencing factors in the communication between clients and professionals were: effort put into improving the communication, knowledge of the professional, augmentative and alternative communication, time for communication and the influence and power of the client. ConclusionCommunication vulnerable people and people within their immediate environment face daily challenges in communicating with each other. In particular, communication among clients, can be very difficult. Augmentative and alternative communication tools are only rarely used. Practice implicationsProfessionals need to develop adequate knowledge and skills to improve their communication. Also, more attention should be focussed on use of AAC, communication between professionals and family members, and support in the communication among clients.

Exercise for Better ALS Management?

Exercise for Better ALS Management?

Barriers and facilitators to the use of high‐technology augmentative and alternative communication devices: a systematic review and qualitative synthesis

There has been a rapid growth in recent years of available technologies for individuals with communication difficulties. Research in the area is currently underdeveloped with practitioners having a limited body of work on which to draw to guide the process of intervention. Concerns have been raised that this newly developed technology may have limited functional usage. This review aims to investigate the potential barriers and facilitators to high-technology AAC provision and its ongoing use. The aim of the analysis is to explore factors underpinning use rather than effectiveness, thus it synthesized data from predominantly qualitative and survey studies reporting the views and perceptions of AAC users or staff providing the devices. The review highlights the range of factors that can impact on provision and use of high-technology AAC, which practitioners should consider and address as appropriate in the intervention process. These include: ease of use of the device; reliability; availability of technical support; voice/language of the device; decision-making process; time taken to generate a message; family perceptions and support; communication partner responses; service provision; and knowledge and skills of staff. The work outlines how qualitative synthesis review methods may be applied to the consideration of published material that is not reporting outcomes data, and how this may provide valuable information to inform future studies. Practitioners should be aware of barriers and facilitators to successful use when making recommendations, and consider how barriers where present might be overcome. Aspects of service delivery such as ongoing technical support and staff training may require further consideration. The synthesis of evidence describing views of users and providers, and the implementation of high-technology AAC systems, can provide valuable data to inform intervention studies and functional outcome measures.

Ending the Silence of People with Little or No Functional Speech: Testifying in Court

Keywordscrime, abuse, testify, court, speech disability, AACAbstractCrime against people with developmental and other disabilities is similar in scope to that of women, children and the elderly. However, their victimization remains largely invisible and unaddressed (Bryen, Carey, & Frantz, 2005; Sobsey, 1994). Research from the United States indicates that people with developmental disabilities are four to 10 times more likely to be victims of a crime and that crimes against them are less likely to be reported or prosecuted (Martin, Ray, Sotres-Alvares, Kupper, Moracco & Dickens, 2006). Individuals with disabilities who have little or no functional speech face a double vulnerability when it comes to crime, abuse, and neglect as they are often the voiceless and invisible members of society (Bryen & Frantz, 2004; Bryen, Carey, & Frantz, 2005; Davies, 2002). The purpose of this study was two-fold: (1) describe court rulings in the United States that clarify the impact that having a little or no functional speech (LNFS) and relying on the use of AAC plays in testifying in court, and (2) describe the outcomes of court cases when someone with LNFS testifies in court as a witness in their own defence when they have been a victim of a crime. In order to accomplish these dual purposes, a comprehensive search of federal and state cases involving people with LNFS and their ability to successfully testify in court, a comprehensive search of federal and state cases involving people with LNFS and their ability to testify in court was performed using LexisNexis. The results of this study are discussed in terms of policies and practices that affect people with LNFS themselves, professionals who support them, and the court system.

Comunicação suplementar e/ou alternativa: fatores favoráveis e desfavoráveis ao uso no contexto familar

O objetivo deste estudo foi investigar fatores que contribuem para o uso e o não-uso da Comunicação Suplementar e/ou Alternativa (CSA) no contexto familiar. Foram sujeitos da pesquisa, 20 pais de crianças inseridas em uma escola especial de Curitiba, destinada a indivíduos com deficiências motoras e múltiplas, divididos no Grupo G1, composto por 9 pais que fazem uso da CSA no contexto familiar e no Grupo G2, por 11 pais que não a utilizam. Os dados foram levantados a partir da realização de entrevistas em torno de questões relacionadas a fatores que interferem no uso e no não uso da prancha de CSA. As condições favoráveis ao uso da CSA no contexto familiar incluem: - o nível de escolaridade e a situação econômica dos pais; a frequência de preparo dos pais quanto ao uso da CSA; o reconhecimento da CSA como recurso linguístico; o entendimento de que tal recurso ajuda no desenvolvimento da oralidade e na satisfação de necessidades básicas; aumentar interações sociais. As condições desfavoráveis consistem em: pais consideram conhecer as necessidades de seus filhos; CSA não satisfaz as suas expectativas; falta de orientação e suporte para uso da CSA; o fato de dificuldades motoras prejudicarem o uso da CSA; ausência de tempo. Os resultados oferecem elementos que podem orientar intervenções fonoaudiológicas com as famílias, nas quais a CSA possa ser concebida como recurso linguístico, proporcionando novas possibilidades discursivas e o estabelecimento das relações dialógicas fundamentais para a constituição das relações sociais e do sujeito.

The iPad: A Cool Communicator on the Go

Abstract Glenda Watson Hyatt, Web accessibility consultant, blogger, and user of AAC, shares her perspective on new mobile AAC technologies. A history of Glenda's use of AAC is chronicled from her early low-tech strategies to her recent embracing of new mobile AAC technologies. She recounts purchasing an iPad and her early experiences attempting to use it as an AAC system in a variety of contexts. Strengths, weaknesses, and projections for the future are highlighted in this personal sharing of a user perspective.

An Investigation of Aided Language Stimulation: Does it Increase AAC Use with Adults with Developmental Disabilities and Complex Communication Needs?

A single subject ABAB design was used to determine the efficacy of aided language stimulation to teach the use of AAC techniques to adults with developmental disabilities. Sixteen participants were divided into two equal groups. In each group, half of the participants were able to communicate functionally using spoken language and half had complex communication needs and did not have functional, symbolic communication systems. Each group met twice weekly for 30 min per session. Researchers modeled the use of AAC and followed scripts during music-based interventions. Sessions focused on social greetings, choosing songs to play, learning words and movements for the songs, and discussing the songs. Participants were encouraged to interact with each other and to facilitate each other's communications. Results suggest that responsiveness and use of AAC increased for all participants with complex communication needs.