Special Interest Group 12 - Augmentative and Alternative Communication

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Improving Patient Safety and Patient-Provider Communication: A Clinical Forum
Format(s): SIG Perspectives and Exam
These Perspectives (SIG 12) articles provide an introduction to and description of the rationale for implementation of augmentative alternative communication/assistive technology (AAC/AT) in acute care settings. Barriers associated with implementation of AAC/AT in acute care settings are identified and discussed. Data regarding use of the Noddle, a specific access and communication option, are presented and discussed. A series of case studies illustrate potential solutions to a wide range of both patient-specific and institutional implementation problems.
Perspectives, SIG 12, Vol. 3, Part 4, 2018
Format(s): SIG Perspectives and Exam
In these articles, the authors explore augmentative and alternative communication (AAC) that are bilingual and use English as a second language. Authors also reflect on the cultural and diverse children that use AAC. McNamara considers the established research in bilingualism in the typically developing population and those with speech language disorders to propose guidelines for best practice in bilingual AAC. Yu reviews topics that include studies comparing the developmental outcomes between monolingual and bilingual children on the autism spectrum and studies on the role of home language development in English acquisition. The purpose of Mindel and John’s article is to increase the competency of school-based speech language pathologists who are increasingly working with culturally and linguistically diverse student populations using AAC. Johnston, O’Neill, and Schumann’s article provides interventionists with a strategy for comparing the efficiency of initial graphic symbol acquisition in an individual’s first and second language for English language learners who use AAC during functional communication training. McNamara considers the established research in bilingualism in the typically developing population and those with speech language disorders to propose guidelines for best practice in bilingual AAC. Wagner outlines some commonly heard questions and concerns professional and families share with regards to bilingual AAC intervention and shares some resources for selecting, customizing, and designing robust bilingual AAC system, strategies for teaching core words each month and ways to incorporate both paper-based and electronic-based AAC tools. Solomon-Rice and Soto discuss project scholars who receive evidence-based training in AAC assessment, AAC intervention, collaborative teaming, AAC applications supporting the language and literacy of culturally and linguistically diverse children, and professional development in collaborate AAC settings.
Perspectives, SIG 12, Vol. 3, Part 3, 2018
Format(s): SIG Perspectives and Exam
Hurting, Alper, and Berkowitz discussed the financial and ethical implications of preventable adverse events. The authors stress the need to use a multipronged approach, which increases awareness of and support for speech-language pathology services. Ogletree, McMurry, Schmidt, and Evans considered the three realities facing augmentative and alternative communication (AAC) providers. These included: (a) users who are not homogeneous with respect to culture and language, (b) a traditional team-based AAC assessment process that may not be the preferred route, and (c) assumptions about AAC symbol transparency that are not supported by data. Caron, Holyfield, Light, and McNaughton explored displaced talk using video visual speech displays (VSDs). The findings revealed that there is potential in utilizing video VSD to support participation for displaced talk in individuals with autism spectrum disorder. When using VSD’s, the individual in the study takes more communication turns and is more engaged in his social interactions.
Perspectives, SIG 12, Vol. 3, Part 1, 2018
Format(s): SIG Perspectives and Exam
In these articles, authors explored various alternative access methods for augmentative and alternative communication with a variety of populations. One author introduces brain-computer interfaces (BCIs, reviews both the misconceptions about them and the important factors to consider when evaluating a BCI for use by someone with CCN. In another article, the author describes advances in access technology already being employed as access solutions to SGD’s and highlights areas for advancement and refinements of access technologies. Another author reviews research evidence related to eye tracking and gaze technologies with various populations. The final article focuses on teaching switch access for individuals who have significant communication, physical and sensory disabilities and who are unable to use direct selection. In this article, the use of switch access with scanning is explored in terms of how to teach motor/cognitive aspects with aided language receptive input and expressive use.

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