Augmentative and Alternative Communication Intervention
Author | : |
Publisher | : |
Total Pages | : 32 |
Release | : 1993 |
Genre | : Government publications |
ISBN | : |
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Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Effects Of Augmentative And Alternative Communication Intervention On Preschoolers With Severe Communication Impairments PDF full book. Access full book title Effects Of Augmentative And Alternative Communication Intervention On Preschoolers With Severe Communication Impairments.
Author | : |
Publisher | : |
Total Pages | : 32 |
Release | : 1993 |
Genre | : Government publications |
ISBN | : |
Author | : Andrea Martin |
Publisher | : |
Total Pages | : 52 |
Release | : 2010 |
Genre | : |
ISBN | : |
Author | : Erna Alant |
Publisher | : Wiley-Blackwell |
Total Pages | : 380 |
Release | : 2005-11-29 |
Genre | : Education |
ISBN | : |
Communities and countries who are not affluent or economically and socially disadvantaged present their own set of intervention circumstances that need to be taken into account when planning intervention for people with disabilities particularly those with AAC need. These contexts provide not only professionals, but all partners involved in the intervention process with unique challenges that require a reevaluation of AAC intervention programmes. This book presents a different perspective on AAC intervention by focusing on the application of various AAC related issues within a poverty context. It is intended for advanced students and professionals across disciplines that are interested in extending their knowledge and critical thinking to advance issues surrounding AAC intervention within a poverty context.
Author | : Erna Alant |
Publisher | : Plural Publishing |
Total Pages | : 321 |
Release | : 2016-12-30 |
Genre | : Medical |
ISBN | : 1944883878 |
Augmentative and Alternative Communication: Engagement and Participationreexamines the basic components of human communication based on the development of meaning between two people and provides a new theoretical framework for integrating the use of Augmentative and Alternative Communication (AAC) strategies into interpersonal interactions. As such, it is an indispensable resource for speech-language pathologists, special education practitioners, and researchers in AAC, as well as for instructors and graduate students in the fields of speech and hearing sciences and special education. The book employs a creative synthesis of engagement (personal involvement) and participation (exchanges) to describe meaning-making and social closeness between partners. This process allows for the acknowledgment of different levels of shared meaning and outlines a novel approach to assessment and intervention. The book also describes the importance of integrating relational (interaction-oriented) as well as instrumental (goal-oriented) communication functions as essential in maintaining on-going relationships. Most resources in AAC tend to emphasize strategies for enhancing participation, rather than strategies associated with the development of engagement ("being with") to enhance communication between communication partners. In contrast, this text uses interactions between users of AAC and their communication partners as a basis to explore the creative synthesis between engagement and participation to provide clinical guidelines for assessment and intervention in both interpersonal and classroom contexts. Key features: A novel theoretical approach focused on engagement and participation as core components in AAC interventionEmphasis on empathic listening skills of both communication partner and user of AAC strategies to facilitate engagement (emotional resonance) between themGuidance for teachers on the benefits of a meaning-based approach to communication in the classroomApplication of empathic listening strategies to people with dementia to address an increasing need for care of patients with Alzheimer disease by caregivers and family membersIntegration of social media and face-to-face interactions as central to developing relationships in AAC interactions
Author | : Ralf W. Schlosser |
Publisher | : BRILL |
Total Pages | : 651 |
Release | : 2023-02-06 |
Genre | : Language Arts & Disciplines |
ISBN | : 0585492263 |
Provides the essential tools for appraising evidence and outlining steps for planning and implementing better efficacy research. This book aims to help researchers and practitioners develop the necessary skills for moving the augmentative and alternative communication field toward evidence-based practice.
Author | : David R. Beukelman |
Publisher | : Brookes Publishing Company |
Total Pages | : 593 |
Release | : 2012 |
Genre | : Education |
ISBN | : 9781598571967 |
The fourth edition of the foundational, widely adopted AAC textbook Augmentative and Alternative Communication is the definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future teachers, SLPs, OTs, PTs, and other professionals will prepare for their work in the field with critical new information on advancing literacy skills; conducting effective, culturally appropriate assessment and intervention; selecting AAC vocabulary tailored to individual needs; using new consumer technologies as affordable, nonstigmatizing communication devices; promoting social competence supporting language learning and development; providing effective support to beginning communicators; planning inclusive education services for students with complex communication needs; and improving the communication of people with specific developmental disabilities and acquired disabilities. An essential core text for tomorrow's professionals--and a key reference for in-service practitioners--this fourth edition prepares readers to support the communicative competence of children and adults with a wide range of complex needs.
Author | : Jennifer B. Ganz |
Publisher | : Springer |
Total Pages | : 148 |
Release | : 2014-05-16 |
Genre | : Psychology |
ISBN | : 1493908146 |
Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Key areas of coverage include: AAC and assessment of people with ASD and CCN. Interdisciplinary issues and collaboration in assessment and treatment. AAC intervention mediated by natural communication partners. Functional communication training with AAC. The controversy surrounding facilitated communication. Sign language versus AAC. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology.
Author | : Janet L. Dodd |
Publisher | : Plural Publishing |
Total Pages | : 289 |
Release | : 2017-06-30 |
Genre | : Medical |
ISBN | : 1635502322 |
Augmentative and Alternative Communication Intervention: An Intensive, Immersive, Socially Based Delivery Model is ideal for school-based speech-language pathologists (SLPs) and an excellent resource for interventionists (special education teachers, ABA therapists) and SLPs working in other settings who wish to develop an intensive, immersive Augmentative and Alternative Communication (AAC)-based intervention through a three-phase intervention process: assessment, intervention planning, and intervention implementation. Written by an SLP who has worked in a public school setting and saw to the application of theory to practice, the text provides detailed information regarding working with children who have complex communication needs and the background knowledge necessary for successful implementation of the intervention approach. Included are considerations for vocabulary selection for the beginning communicator, how to create a symbolically rich environment, detailed intervention approaches, and progress monitoring strategies that establish appropriate, measurable goals. AAC will no longer be an alternative means of communication but a best practice means of teaching communication in the SLP's or interventionist's repertoire. Making the leap from the theoretical to the practical, this essential book: Describes the intervention needs of children with complex communication needs and the limitations of current approaches (e.g., PECS, Milieu Training, Functional Communication Training).Operationally defines the goal of AAC intervention, discussing its complexities, including the limitations of a pull-out model.Introduces the Intensive, Immersive, Socially Based Approach to Intervention and briefly describes each phase of the intervention process.Discusses how AAC assessments differ from traditional assessments of speech and language skills, as well as provides an overview of different assessment models and their contribution to the intervention process.Examines the importance of training support staff to key components of this intervention model.Contains information on the application of language-based intervention strategies to AAC.Talks about the importance of progress monitoring and how to use functional communication measures and communication sampling, a new and innovative technique developed by the author, to monitor progress.Provides example lesson plans and example goals addressing each area of communicative competence.*Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
Author | : Janice Catherine Light |
Publisher | : |
Total Pages | : 552 |
Release | : 2003 |
Genre | : Education |
ISBN | : |
Relevant for children and adults at all stages of communication development, this work should be of use to rehabilitation professionals who work with AAC users. It covers linguistic competence, operational competence, social competence, and strategic competence.
Author | : Tiffany Chavers Edgar |
Publisher | : |
Total Pages | : 0 |
Release | : 2023 |
Genre | : |
ISBN | : |
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that involves persistent deficits in communication and social interaction skills as well as the occurrence of restricted interests and repetitive and stereotyped behaviors. Approximately 30-40% of individuals diagnosed with ASD fail to develop functional speech and remain non-verbal or minimally verbal (MV) throughout their lifespan. To facilitate communication, these individuals may receive instruction in the use of augmentative and alternative communication (AAC) strategies, aids, and techniques. Despite social communication being a salient deficit in individuals with ASD, to date, few AAC intervention studies have focused on teaching socio-communicative behaviors beyond requesting. Thus, the purpose of this study was to investigate the effectiveness of systematic instruction and aided modeling using an SGD on (a) the acquisition and maintenance of socio-communicative behaviors - specifically initiating requests, answering questions, and commenting - with an experimenter and (b) the generalization of socio-communicative behaviors from experimenters to typically developing peers who did not participate in intervention. Five participants diagnosed with severe ASD and eight age-matched, typically developing peers were recruited for this study. A multiple probe design (MPD) 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, pre- and post-treatment multiple-generalization-probes method was used to assess generalization across peers. Visual analysis, descriptive statistics, and an effect size metric, non-overlap of all pairs (NAP), were used to analyze and interpret the results. Results indicated that four participants acquired the ability to initiate requests and answer questions with the experimenter. Furthermore, two participants acquired the commenting behavior. Generalization of socio-communicative behaviors from experimenter to a typically developing peer was variable across participants. Lastly, participants maintained socio-communicative behaviors three weeks after the last intervention session with varying degrees of success. The outcomes of this study suggest that aided modeling and systematic instruction using an SGD may lead to gains in socio-communicative behaviors in MV children with severe ASD