A Comprehensive Scoping Review of Caregivers' Experiences With Augmentative and Alternative Communication and Their Collaboration With School Professionals.

PURPOSE: Parent engagement and involvement is essential for the successful implementation of augmentative and alternative communication (AAC) systems in the home. The purpose of the current study is to gain a deeper understanding of caregivers' experiences with AAC systems and their collaboration with school professionals during the implementation of AAC, which may have led to subsequent abandonment. METHOD: This review intentionally included qualitative studies that employed semistructured interviews, focus groups, and ethnographic investigations that documented the experiences and perceptions of families implementing AAC at home. Electronic database search, ancestral search, and forward search procedures resulted in a total of 27 peer-reviewed studies portraying the voices of 319 caregivers. RESULTS: An inductive analysis was conducted to record recurring themes into codes. The codes were thematically synthesized into three main themes: (a) the family unit, (b) the service providers, and (c) the AAC system. CONCLUSIONS: The results emphasized the need for participatory practices of family involvement in co-constructing a collaborative AAC service provision. Future research directions should implement this practice and explore the outcomes of this process to validate its efficacy.

A retrospective chart review of the patient population accessing augmentative & alternative communication at an urban assistive technology center.

The purpose of this study was to 1) identify and describe the population seeking alternative and augmentative communication (AAC) evaluations at an assistive technology (AT) center in the Midwestern United States and 2) describe the AAC device features or services participants identify as most important at their initial AAC evaluations. Charts of 53 participants seeking AAC interventions at an AT center in the Midwestern United States were retrospectively reviewed. Information from the QUEST 2.0 was used to determine what AT features were identified as most important. The majority of participants seen at the AT center had progressive diseases. Across all of the participants, ease of use and effectiveness were identified as the "most important" aspects of an AAC device satisfaction. These findings highlight the importance of determining who is accessing AAC services across AT centers to determine whether barriers to AAC services exist. Moreover, patients report regarding what variables they deem as most important reflect the fact that excellent service-delivery may not overcome the importance of other variables, such as ease of use that impact AAC use.

Emergency and Disaster Preparedness for Individuals Who Use Augmentative and Alternative Communication: A Pilot Study on Supported Planning Using a Toolkit.

PURPOSE: When emergencies or disasters arise, individuals who use augmentative and alternative communication (AAC) are particularly vulnerable. It is critical that individuals who use AAC are supported to make decisions that impact their own lives and are able to communicate during such a crisis. Preparedness efforts that include a plan around communication needs and supports are necessary for ensuring that individuals who use AAC are able to understand options that ensure personal safety and express their needs during a time of crisis. METHOD: Qualitative methods were used to identify and describe the experiences of two young adults who use AAC and their caregivers when engaging in person-centered planning intervention sessions to complete the activities of the United States Society for Augmentative and Alternative Communication (USSAAC) emergency/disaster preparedness toolkit. Pre-intervention interviews and subjective, objective, assessment, and plan (SOAP) notes taken after each intervention session were done to describe their preparedness and experiences completing the toolkit. Themes were identified to describe participant experiences and change in their perceived preparedness. RESULTS: Five themes and 18 subthemes emerged from the pre-intervention interviews and the SOAP notes across 14 intervention sessions that captured each participant and their caregiver's awareness of needs, barriers in emergency situations, challenges in completing the toolkit, and actions during person-centered planning with the toolkit (e.g., personalizing communication boards, making a go bag, and scheduling visits with local emergency agencies). CONCLUSIONS: This study highlights the need for preparedness activities that are person-centered and account for the communication support needs of individuals who use AAC if faced with an emergency/disaster. Outcomes suggest that these methods were feasible and supported positive change in perceived preparedness in the young adults who used AAC and their caregivers. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.24415567.

Determining an Effective Language Sample Elicitation Strategy for Early Language Learners Who Speak Using Augmentative and Alternative Communication.

PURPOSE: This study evaluates three different language sample elicitation strategies to determine a valid elicitation strategy for early language learners who speak using augmentative and alternative communication (AAC). METHOD: Ten children who speak using AAC participated in this study. Language samples were elicited from each participant using three strategies: the Communication and Symbolic Behavior Scales (CSBS), a generic play-based elicitation strategy, and automatic data logging. Samples were transcribed and coded. Additionally, each participant's school speech-language pathologist completed a Communication Matrix. Data from coded language samples were correlated with Communication Matrix results to determine the elicitation strategy that yielded the most valid language sample in comparison to Communication Matrix results. RESULTS: Both the CSBS and the play-based strategy yielded clinically relevant information. Because the log lacked communicative context, resulting data from the log was limited. An analysis of variance revealed significant differences in the amount of information elicited from each elicitation strategy. The CSBS repeatedly elicited the most data, followed by the play-based strategy and then the log. Generic play-based strategy results yielded the most correlations with Communication Matrix data. CONCLUSIONS: This preliminary data suggest that the play-based elicitation strategy elicited the most valid language sample when compared to the Communication Matrix from early language learners who speak using AAC. Additionally, results suggest that the CSBS may be an effective tool to measure the limits of this population's expressive language abilities.

Developing Augmentative and Alternative Communication Competence in Preservice Speech-Language Pathologists: A Collaborative Model for Clinical Educators.

PURPOSE: Practicing speech-language pathologists (SLPs) reveal a perceived lack of preparedness to deliver augmentative and alternative communication (AAC) services. This is concerning because it is indicative of inadequate graduate training in AAC. The purpose of this clinical focus article was to present a collaborative model of clinical education for AAC preservice training. This clinical focus article will provide recommendations to support practicing SLPs in the provision of effective clinical instruction for preservice clinicians working with individuals with complex communication needs who require AAC. METHOD: There is an urgent need for improved training for clinical educators providing instruction in AAC. In this clinical focus article, a literature review of the existing evidence regarding best practices in clinical education and AAC training for SLPs was completed to explore current theoretical and practical approaches. The evidence was utilized to create a collaborative model of recommended clinical education in AAC. RESULTS: There is limited guidance for clinical educators when it comes to training preservice clinicians. This clinical focus article provides recommendations for AAC training of preservice SLPs by clinical educators in the field of speech-language pathology. CONCLUSIONS: The collaborative model proposed in this clinical focus article delivers a roadmap to guide practicing SLPs in the development of AAC clinical competence of preservice clinicians. Future research is needed to evaluate the effectiveness of the model.

Examining core vocabulary with language development for early symbolic communicators.

PURPOSE: Core vocabulary lists are frequently used to select vocabulary for early symbolic communicators who require augmentative and alternative communication (AAC). The current study extended existing work by investigating how core vocabulary lists overlap and diverge from typical language development. METHOD: We investigated when the words on seven core vocabulary lists emerge in typical language development, the composition of the lists based on their parts of speech, and how the composition of the words on the lists compare to the MacArthur Bates Communication Development Inventories (CDI). RESULT: On average, the words on the seven core vocabulary lists appear after the second year of life in children with typical spoken language development (25, 27, 37, 45, 47, 50, and 66 months). Verbs were the most prevalent part of speech in all but one of the core vocabulary lists. Core vocabulary words made up only a small percentage of words on the CDI. CONCLUSION: The words on the core vocabulary lists do not emerge until later points in typical lexical development. Focussing on core words when working with early symbolic communicators who require AAC may lead to limited and variable lexicons with wide gaps.

Applying a Developmental Model to Preliterate Aided Language Learning.

PURPOSE: Childhood spoken language interventions and augmentative and alternative communication (AAC) interventions share a common purpose: maximizing communication and language outcomes. To ensure that interventions for children who require AAC also address expressive language acquisition, this clinical focus article focuses on how to apply a developmental model of language acquisition to guide AAC decision making for preliterate aided communicators, with a particular focus on vocabulary selection. METHOD: A brief review of early expressive language development is presented, along with arguments for why relying on a developmental model to guide AAC decision making is so critical. A series of detailed examples of how to apply a developmental model to various AAC vocabulary selection approaches are provided, including analyses of how well each approach aligns with pragmatic, semantic, grammatical, and narrative development. CONCLUSIONS: No single AAC approach for preliterate AAC language learners adequately addresses both immediate and longer-term expressive language needs; every approach has both strengths and weaknesses. Clinical decision making requires an analysis of each approach to ensure that AAC service delivery teams clearly understand the inevitable linguistic gaps, with plans put into place to fill in those gaps with different approaches. Future efforts to improve preliterate AAC service provision should use a developmental model of language as a starting point, in combination with input from families, educators, and clinicians to ensure the feasibility of the chosen approaches.

Is there a 'universal' core? Using semantic primes to select vocabulary across languages in AAC.

Core vocabulary lists and vocabulary inventories vary according to language. Lists from one language cannot and should not be assumed to be translatable, as words represent language-specific concepts and grammar. In this manuscript, we (a) present the results of a vocabulary overlap analysis between different published core vocabulary lists in English, Korean, Spanish, and Sepedi; (b) discuss the concept of universal semantic primes as a set of universal concepts that are posited to be language-independent; and (c) provide a list of common words shared across all four languages as exemplars of their semantic primes. The resulting common core words and their corresponding semantic primes can assist families and professionals in thinking about the initial steps in the development of AAC systems for their bilingual/multilingual clients.

Turn-taking and communication modes of students and staff in group activities at non-inclusive schools for students with intellectual disability.

Most students with intellectual and communicative disability who rely on augmentative and alternative communication (AAC) attend non-inclusive school settings. Little is known about turn-taking and the use of various communication modes in groups of students and staff in this context. Previous studies on single students with intellectual disability in various school settings have found that staff tend to dominate interactions and augmented communication modes are used more during structured than unstructured activities. The present study explored turn-taking contributions and communication modes in whole groups of students and staff in non-inclusive school settings in Sweden. Video observations of 33 students and 30 school staff were conducted in seven classrooms during one structured activity (circle time) and one unstructured activity (leisure time). Turn-taking contributions and communication modes were examined when comparing students and staff and when comparing the two activities. Findings revealed that staff dominated the interactions and augmented communication modes were used less during leisure time than circle time. Notably, aided augmented communication modes, particularly speech-output technologies, were used sparsely. Findings of this study highlight the importance of supporting staff members in applying partner strategies and incorporating augmented input, especially aided augmented input, across various group activities at school.

Parental perceptions of social life before and after attending a parent training program for children with complex communication needs: the ComAlong example.

Parent training programs aimed at improving language outcomes for children with complex communication needs have predominantly been evaluated on child-centered outcomes and less often on the impact on social life or parental well-being. This study examined parent perceptions of social life before and after ComAlong, a group intervention providing parents with knowledge and training in responsive communication, environmental-milieu teaching strategies and augmentative and alternative communication (AAC). Parents (N = 467) completed questionnaires during the first and last sessions of ComAlong groups held in Sweden 2012 to 2018. Main outcome measure was change in the Social Life Scale from the Family Impact Questionnaire. Associations between this measure and demographic factors of parents and children were analyzed, along with reported change in parents' use of AAC. Pre-post comparisons revealed small significant positive changes in perceived impact of social life following intervention. The magnitude of the positive change was larger among parents of children with non-syndromic diagnoses and parents of children with autism spectrum disorder or attention deficit hyper activity disorder (ADHD). Differences in social life impact was not associated with parents' gender, language proficiency, age, or educational background. In conclusion, communication-focused parent training programs can have a positive impact on social family life and may thereby influence children's participation.

A large-scale comparison of two voice synthesis techniques on intelligibility, naturalness, preferences, and attitudes toward voices banked by individuals with amyotrophic lateral sclerosis.

Amyotrophic lateral sclerosis (ALS) commonly results in the inability to produce natural speech, making speech-generating devices (SGDs) important. Historically, synthetic voices generated by SGDs were neither unique, nor age- or dialect-appropriate, which depersonalized SGD use. Voices generated by SGDs can now be customized via voice banking and should ideally sound uniquely like the individual's natural speech, be intelligible, and elicit positive reactions from communication partners. This large-scale 2 x 2 mixed between- and within-participants design examined perceptions of 831 adult listeners regarding custom synthetic voices created for two individuals diagnosed with ALS via two synthesis systems in common clinical use (waveform concatenation and statistical parametric synthesis). The study explored relationships among synthesis system, dysarthria severity, synthetic speech intelligibility, naturalness, and preferences, and also provided a preliminary examination of attitudes regarding the custom synthetic voices. Synthetic voices generated via statistical parametric synthesis trained on deep neural networks were more intelligible, natural, and preferred than voices produced via waveform concatenation, and were associated with more positive attitudes. The custom synthetic voice created from moderately dysarthric speech was more intelligible than the voice created from mildly dysarthric speech. Clinical implications and factors that may have contributed to the relative intelligibilities are discussed.

Using occupational therapy principles and practice to support independent message generation by individuals using AAC instead of facilitated communication.

Facilitated communication (FC) has been a heavily debated and documented topic across multiple disciplines, including sociology, education, psychology, pediatrics, speech-language pathology, and disability studies. Although many professionals from various disciplines and advocates have offered opinions, suggestions, and research on the topic, there has been minimal input from the occupational therapy (OT) profession. The lack of OT input is noteworthy as OTs are experts in enabling upper extremity performance and independence through a variety of training, adaptation and modification strategies, and use of external supports. Because of their professional code of ethics and a specific knowledge base, OTs are uniquely positioned to provide a host of ethical and evidence-based strategies that enable independent access to communication technology. The consideration of multiple access options is contrary to the typical facilitated encounter where facilitators exclusively choose to manipulate an upper extremity in order for letters to be selected on a display or keyboard. The purpose of this paper is threefold: (a) To offer insight into the standard of care by OTs including their ethical standards; (b) to identify varied accommodations that enable access using a feature-matching standard of care that eliminates the need for a facilitator; and (c) to highlight how to increase independent assistive technology/augmentative and alternative communication access, thus dissuading the need or use of facilitated access to letters.

Design of aided augmentative and alternative communication systems for children with vision impairment: psychoacoustic perspectives.

Children with complex communication needs often have multiple disabilities including visual impairments that impact their ability to interact with aided augmentative and alternative communication (AAC) systems. Just as the field benefited from a consideration of visual cognitive neuroscience in construction of visual displays, an exploration of psychoacoustics can potentially assist in maximizing the possibilities within AAC systems when the visual channel is either (a) not the primary sensory mode, or (b) is one that can be augmented to ultimately benefit AAC outcomes. The purpose of this paper is to highlight background information about psychoacoustics and present possible future directions for the design of aided AAC system technologies for children with visual impairments who rely on auditory information to learn and utilize AAC.

A política de saúde voltada ao cuidado da pessoa com deficiência auditiva: um olhar para a diversidade surda / Health policy aimed at caring for people with hearing impairment: a look at deaf diversity

A implementação da Rede de Cuidados à Pessoa com Deficiência (RCPD) vem sendo discutida nos últimos anos por pesquisadores no campo das políticas de saúde no sentido de avaliar a sua efetividade em ampliar o cuidado e fomentar a qualidade de vida das pessoas com deficiência, entre elas aquelas com surdez. No que se refere à deficiência auditiva e à surdez existem duas concepções teóricas principais: uma orgânico-biológica, que orienta todo o cuidado para a reabilitação do aparelho auditivo e desenvolvimento de oralidade, e outra socioantropológica que propõe um discurso da surdez fundado na diferença cultural, com destaque para o uso da língua de sinais como primeira língua dos surdos e a priorização de abordagens bilíngues. Elas são fundamentalmente distintas na definição de uma hipotética fronteira da normalidade e no entendimento dos surdos como uma minoria linguística. Parte-se do pressuposto de que a inclusão de um olhar que incorpora os aspectos identitários da comunidade surda aos clássicos referenciais teóricos da análise de políticas permite uma nova e mais aprofundada compreensão dos complexos processos de implementação das políticas de saúde voltadas às pessoas com deficiência. Nesse sentido, o objetivo deste trabalho foi analisar as políticas de saúde voltadas às pessoas com deficiência auditiva considerando as diferentes concepções da surdez. Trata-se de um estudo de natureza qualitativa que lançou mão da triangulação de dados a partir de diferentes estratégias metodológicas, tais como análise documental, entrevistas individuais semiestruturadas e a identificação de itinerários terapêuticos de pessoas surdas, residentes em uma determinada região de saúde do país. Os resultados mostram que apesar do discurso dos atores envolvidos na formulação da política da RCPD envolver conceitos do modelo social das deficiências e da concepção socioantropológica da surdez, o processo de implementação da política demonstra que as práticas ainda são majoritariamente voltadas ao modelo biológico, com serviços de reabilitação quase que exclusivamente pautados na concepção orgânico-biológica e com graves falhas nos processos para diagnóstico precoce. Conclui-se que a política pública desconsidera a diversidade existente na deficiência auditiva e que a rede de atenção à saúde precisa incorporar cada vez mais estratégias que permitam o pleno exercício da cidadania pelas pessoas com surdez, considerando as singularidades linguísticas e sociais da comunidade surda.

The implementation of the Care Network for People with Disabilities (CNPD) has been discussed in recent years by researchers in the field of health policies in order to evaluate its effectiveness in expanding care and promoting the quality of life of people with disabilities, among them the ones with deafness. With regard to hearing impairment and deafness, there are two main theoretical conceptions: an organic-biological one, which guides all care towards the rehabilitation of the hearing aid and the development of orality, and another socio-anthropological one that proposes a discourse on deafness based on cultural differences, with emphasis on the use of sign language as the first language of deaf people and the prioritization of bilingual approaches. They are fundamentally different in defining a hypothetical border of normality and in understanding deaf people as a linguistic minority. It is assumed that the inclusion of a perspective that incorporates the identity aspects of the deaf community into the classic theoretical references of policy analysis allows for a new and more in-depth understanding of the complex processes of implementing health policies aimed at people with disabilities. In this sense, the objective of this work was to analyze health policies aimed at people with hearing impairments, considering the different conceptions of deafness. This is a qualitative study that used data triangulation based on different methodological strategies, such as document analysis, semi-structured individual interviews and the identification of therapeutic itineraries for deaf people residing in a specific health region of the country. The results show that although the discourse of the actors involved in formulating the CNPD policy involves concepts from the social model of disabilities and the socio-anthropological conception of deafness, the policy implementation process demonstrates that the practices are still mostly focused on the biological model, with rehabilitation services almost exclusively based on organic-biological conception and with serious flaws in the processes for early diagnosis. It is concluded that public policy disregards the diversity that exists in hearing impairment and that the health care network needs to increasingly incorporate strategies that allow the full exercise of citizenship by people with deafness, considering the linguistic and social singularities of the deaf community.

Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication.

The present study investigated the relationship between lexicon and grammar in individuals who use graphic symbol-based aided augmentative and alternative communication (AAC). Data came from 60 transcripts of generalization sessions that were part of two previous intervention studies, aimed at improving the expressive vocabulary and grammar of 12 children and youth who used graphic symbol-based AAC. The specific aims of the current study were to (a) describe vocabulary composition across different levels of expressive vocabulary and (b) analyze the relationship between global measures of expressive vocabulary and the use of grammar in individuals who use aided AAC. A series of multiple linear mixed effect regression analyses showed a positive predictive association between overall vocabulary size and the use of closed-class words, and a positive relationship between the use of verbs and the use of closed-class words. Additionally, the use of verbs had a significant positive association with the use of inflectional morphology, while the use of nouns did not. Theoretical and practical implications of these findings are discussed.

Linking Clinic With Classroom in Intensive Focused Preservice Education on Augmentative and Alternative Communication.

PURPOSE: This article reports a pilot study that combined clinical training and academic instruction in a graduate-level augmentative and alternative communication (AAC) course. The authors aim to (a) provide a detailed description of the AAC course and (b) present preliminary data regarding the graduate students' perception on the AAC course and their own competencies in AAC. METHOD: Forty-three graduate students completed an intensive focused course that included AAC fieldwork (i.e., direct clinical service and caregiver training) as well as academic content. In delivering the clinical and academic content, the course instructor followed the principles of problem-based learning. During their final semester in the graduate program, the students completed a survey regarding the AAC course and their self-efficacy in AAC services. RESULTS: Thirty-eight among the 43 students perceived that the AAC fieldwork, embedded into the AAC course, made them feel competent or strongly competent. The entire 43 respondents listed the AAC fieldwork as the component that they liked in the AAC course. When students were asked about their self-efficacy in AAC services at three different time points (i.e., before taking the AAC course, after taking the AAC course, and at the time of the survey), their ratings were significantly higher for after taking the AAC course and at the time of the survey, compared to before taking the course. CONCLUSION: This study suggests the significance of compulsory fieldwork embedded in the AAC training as evidenced by the graduate students' subjective perception of competence and preparedness in AAC services following the AAC course.

Reflections on Building a Multi-Country AAC Implementation Guide.

Augmentative and Alternative Communication (AAC) implementation at any level is a multifaceted process that requires selection of relevant and appropriate systems to suit individual users who may have complex communication needs and other co-occurring difficulties. Careful and systematic action may be required to develop skills and abilities in the use of chosen technologies with suitable ongoing support within a wide range of settings. The wider milieu in which services are provided must also be considered in order to provide a firm foundation for capacity building alongside considerations for multilingual and multicultural factors. UNICEF with the Global Symbols team supported by local professionals working with AAC users, their families and carers set out to collaboratively provide an implementation guide based on their experiences in several Eastern European countries. The aim of the guide was to illustrate work already being undertaken in the area and to ensure the sharing of knowledge and resources where gaps were discovered. The result became a series of linked webpages in an online framework that covered practical aspects for the development of policies and procedures to support early intervention for those with severe speech, language and communication needs across countries of differing cultures and languages. The actual AAC implementation required ingenuity on all sides with translations for pictographic symbol and software adaptations with Cyrillic and Latin alphabets, new synthetic voices alongside deployment and capacity development. Considerable local support was forthcoming and captured with interviews by those working with AAC users as technology was introduced and outcomes measured. As the guide was completed several videos were shared publicly by carers with examples of AAC and assistive technology use. Policies and procedures were also shared in the form of tables, charts, symbol sets, communication boards and software that illustrated not only the occurrence of knowledge transfer and the use of open licenses, but also differences in strategies and the way they were adapted to suit the range of settings in the various countries.

Updated systematic-narrative review on communication intervention in Rett Syndrome: 2010-2022.

Due to loss of spoken language and resulting complex communication needs, people with Rett syndrome are obvious candidates for communication intervention. To advance evidence-based practice and guide future research efforts, we identified and summarized 16 communication intervention studies published since a previous 2009 review on this topic. Studies were summarized in terms of (a) participants, (b) dependent variables related to communication, (c) intervention characteristics, (d) outcomes, and (e) certainty of evidence. Across the 16 studies, intervention was provided to a total of 100 participants from 3 to 47 years of age. Half of the studies used systematic instruction to teach aided AAC. Other interventions and associated technologies included music therapy, eye tracking technology, and transcranial stimulation. Positive outcomes (e.g., using AAC devices to make requests and/or initiate social-communication interactions) were reported in 13 of the studies. These 16 new studies provide additional guidance on how to enhance the communicative functioning of people with Rett syndrome. Future research directions are highlighted.