Social validation of vocabulary selection: ensuring stakeholder relevance.

The vocabulary needs of individuals who are unable to spell their messages continue to be of concern in the field of augmentative and alternative communication (AAC). Social validation of vocabulary selection has been suggested as one way to improve the effectiveness and relevance of service delivery in AAC. Despite increased emphasis on stakeholder accountability, social validation is not frequently used in AAC research. This paper describes an investigation of the social validity of a vocabulary set identified in earlier research. A previous study used stakeholder focus groups to identify vocabulary that could be used by South African adults who use AAC to disclose their experiences as victims of crime or abuse. Another study used this vocabulary to create communication boards for use by adults with complex communication needs. In this current project, 12 South African adults with complex communication needs who use AAC systems used a 5-point Likert scale to score the importance of each of the previously identified 57 vocabulary items. This two-step process of first using stakeholder focus groups to identify vocabulary, and then having literate persons who use AAC provide information on social validity of the vocabulary on behalf of their peers who are illiterate, appears to hold promise as a culturally relevant vocabulary selection approach for sensitive topics such as crime and abuse.

Young adults with complex communication needs: research and development in AAC for a "diverse" population.

A successful transition to adult society requires attention to four major goals: (a) have a safe and supportive place to live; (b) participate in meaningful activities; (c) maintain access to needed services; and (d) develop friendships and intimate relationships. For young adults with complex communication needs (CCN), access to augmentative and alternative communication (AAC) plays a critical role in the achievement of these valued outcomes. This article discusses what is known about the use of AAC to support communication by young adults with CCN, and identifies areas for future research and development in AAC technology.

Reducing the risk of being a victim of crime in South Africa: you can tell and be heard!

People who use Augmentative and Alternative Communication (AAC) know that silence is not always golden. Persons with disabilities and in particular those with complex communication needs, have a heightened risk of becoming victims of crime, abuse, and neglect. This study looked at the vocabulary needed to disclose or report crime or abuse in South Africa, and also focussed on the development of communication boards for this purpose, in four of the 11 official South African languages (Afrikaans, English, Sepedi, and isiZulu). Thirty-six participants in four language-based focus groups (English, Afrikaans, Sepedi, and isiZulu) were asked to generate a list of possible words they deemed important when wanting to disclose a crime, abuse or neglect. Participants then prioritized the top 55 words. A total of 56 words appeared on two or more of the lists from the four language groups. The board was developed using Picture Communication Symbols (PCS), the most frequently used symbol set in South Africa, according to an electronic mail survey. A discrepancy analysis revealed that these 56 words could be represented by 219 symbols. Symbols were developed for two words (swear, threaten) for which no PCS symbols existed. The process of developing the communication boards described in this paper may be useful to AAC communities in other countries, and the boards can serve as templates for other languages.

Improving web access for individuals who rely on augmentative and alternative communication.

People with significant speech and motor disabilities often face obstacles attempting to navigate the World Wide Web. This is especially true for the millions of children and adults worldwide who rely on or could benefit from augmentative and alternative communication (AAC). This study was designed to test the usability of WebAACcess, an accessibility enhancement tool designed to bypass some of the barriers to navigating the web. Using a repeated-measures research design, whereby subjects were their own controls, each of the 12 participants (7 with motor disabilities who used AAC and 5 peers without disabilities) navigated equivalent web pages using Internet Explorer alone and Internet Explorer with WebAACcess. Results consistently demonstrated that navigating using WebAACess with Internet Explorer was more efficient, easier, and equally effective for all of the participants than navigating with Internet Explorer alone.

AAC technology transfer: an AAC-RERC report.

Transferring innovative technologies from the university to the manufacturing sector can often be an elusive and problematic process. The Rehabilitation and Engineering Research Center on Communication Enhancement (AAC-RERC) has worked with the manufacturing community for the last 10 years. The purpose of this article is to discuss barriers to technology transfer, to outline some technology transfer strategies, and to illustrate these strategies with AAC-RERC related activities.

Practical applications for use of PDAs and smartphones with children and adolescents who have traumatic brain injury.

It is often recommended that individuals with memory and organizational problems after a traumatic brain injury (TBI) use some type of memory device such as a paper calendar. Recently the use of electronic devices has been suggested. This article outlines data obtained from in vivo trials using personal data assistants (PDAs) and follow up in depth studies with PDAs and smartphones. These trials were conducted with individuals who had memory and organizational problems as a result of cognitive disorders of traumatic brain injury (TBI) or intellectual disability (ID) Results indicate that the use of electronic devices can enhance independent behavior. Factors influencing success include: student motivation, audible beep of the device; support for programming and troubleshooting, alterations of functions; and selection of features to motivate. Based on the result of the studies, an intervention plan for use of PDAs was developed for use by clinicians.

Vocabulary to support socially-valued adult roles.

Individuals who use augmentative and alternative communication (AAC) have new expectations for life after high school. However, the vocabulary needed to support socially-valued adult roles may not be available in their communication devices. This study explored whether vocabulary needed to participate in six adult roles currently existed in three widely used symbol sets. Electronic mailing lists were used to generate words needed for each adult role. From these vocabulary sets, discrepancy analyses were conducted to determine whether symbols or symbol combinations in each of the symbol sets studied could represent those words. Results suggest that, overall, an average of 55% of the identified words was currently available in these symbol sets. The need for easily accessible vocabulary that reflects socially-valued adult roles is discussed.

AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC.

In this paper we review published research describing the use of augmentative and alternative communication (AAC) to support societal participation by adolescents and adults with developmental disabilities who require AAC. We focus on three major participation domains: post-secondary education and training, the workplace, and community living and social interaction opportunities. Based on the findings of the review, we highlight five needed areas of research and development related to AAC technology: face to face communication; distance communication and interconnectivity; training and support for system use; adapted applications and cognitive tools; and supports for independent operation, development, and maintenance.

So you want to work? What employers say about job skills, recruitment and hiring employees who rely on AAC.

In order to better understand employer perspectives with respect to hiring and working with people who use AAC and the kinds of employment barriers they believe exist for these individuals, a study into the job requirements, recruitment processes, and hiring processes of 27 employers in the United States was conducted. Interviews with the 27 employers focused on 48 jobs in 25 unique categories, many of which had previously been identified as desirable by 38 adults who used AAC (some of whom were employed and some of whom were seeking employment). Findings suggest that, while level of education is still important to employers, skills such as time management, problem solving, communication, use of an understandable and standard voice, and basic technology may be even more so. The study also found that having an effective job-related network is important, as is the ability to provide credible references and do well during in-person interviews with potential employers.

Enhancing AAC connections with the world.

The availability of new technologies has changed how we control devices, exchange information, and communicate with others. Significant barriers, however, have prevented many individuals who use augmentative and alternative communication (AAC) from accessing the technology and computer-based activities available in today's "Information Society." In this paper we discuss the benefits and challenges to increased interoperability between AAC and mainstream technologies. We outline suggested roles and activities for six stakeholder groups: (a) individuals who use AAC, (b) individuals who assist in selecting and supporting use of AAC devices, (c) AAC researchers, (d) AAC device manufacturers, (e) mainstream application developers and technology manufacturers, and (f) public policy makers. We also provide suggestions for future research, public policy, and technical development.

Job-related social networks and communication technology.

In order to examine the social networks of individuals who rely on AAC, 38 adults who used AAC provided information about how they developed and maintained job-related social networks and how communication technologies helped them to do so. The respondents met new people who might become part of their job-related networks during social events with family or friends, as well as at meetings, conferences, and workshops. They also frequently used generic communication technologies such as the phone, email, computer, and the Internet to maintain contact with people in their social networks. Findings suggest that land-line telephones, email, and the Internet were used by the largest percentage of respondents, with email and the Internet used most frequently to contact the largest number of people. Qualitative data provided information about the use of technology for enhancing participants' job-related networks and suggestions for new or improved technologies.

Use of consumer wireless devices by South Africans with severe communication disability.

BACKGROUND: Advancements in wireless technology (e.g. cell phones and tablets) have opened new communication opportunities and environments for individuals with severe communication disabilities. The advancement of these technologies poses challenges to ensuring that these individuals enjoy equal access to this increasingly essential technology. However, a paucity of research exists. OBJECTIVES: To describe the nature and frequency with which South African adults with severe communication disabilities have access to and use wireless devices, as well as the types of activities for which wireless devices are used. METHOD: Survey research was conducted with 30 individuals who use augmentative and alternative communication (AAC) technology using the Survey of User Needs Questionnaire developed in the United States, and localized to the South African context. RESULTS: All participants, despite their limited education, unemployment and low economic status, owned and/or used mainstream wireless devices. Slightly more than half of the participants (53.3%) needed adaptations to their wireless devices. Advantages of using wireless devices were highlighted, including connecting with others (through using text messaging, social networking, making plans with others, sharing photos and videos with friends), for leisure activities (e.g. listening to music, watching videos, playing games), and for safety purposes (e.g. to navigate when lost, using the device when in trouble and needing immediate assistance). CONCLUSION: These wireless devices offer substantial benefits and opportunities to individuals with disabilities who rely on AAC in terms of independence, social participation, education and safety/security. However, they still do not enjoy equal opportunity to access and use wireless devices relative to the non-disabled population.

Adolescent sexuality and disability.

Regardless of what our beliefs about sex and disability may be, as health care providers we can promote the health and well being of our patients with disabilities in several ways. First and perhaps foremost, physical and programmatic barriers to accessing general health care including routine gynecologic care must be dramatically reduced. The promise of Title III of the Americans with Disabilities Act must be aggressively extended to our health care system to ensure equal access to routine health care for all. Second, knowledge of community resources that can support the healthy development and exercise of responsible and satisfying sexuality is critical. For example, health care providers should know about adaptive and assistive technologies as well as the use of personal care assistants to support the healthy although sometimes nontypical expression of one's sexuality. Centers for Independent Living are community resources that are often underutilized by the medical profession. These centers--run by and for people with disabilities--are likely resources and allies for providing education, role models, and peer mentoring around relationships, intimacy, sexuality, sexual expression, and parenting with a disability. Finally, sex education is a must and should include the following: Basic facts of life, reproduction, and sexual intercourse; Human growth and development Human reproduction and anatomy Self-pleasuring/masturbation and the use of sexual aids Intimacy and privacy Pregnancy and child birth Contraception and abortion Family life and parenthood Sexual response and consensual sex Sexual orientation Sexual abuse HIV/AIDS and other sexually transmitted diseases. The question should not be whether sex education is provided to persons with disabilities, but rather how it is most effectively provided. Health sex education must include the development of effective communication skills, decision-making skills, assertiveness, and the ability to say "no." It must also include ways to create satisfying relationships. For more information about sex education as it relates to people with disabilities, the following abbreviated resource list may be helpful: http://www.sexualhealth.com http://www.lookingglass.com Ludwig S, Hingsburger, D. Being sexual: an illustrated series on sexuality and relationships. SIECCAN, 850 Coxwell, Aven., East York, Ontario, M4C 5R1 Tel: 416-466-5304; Fax: 416-778-0785. Sexuality Information and Education Council of the United States (SIECUS), 130 West 42nd Street, Suite 350, New York, NY 10036. Tel: 212-819-9770. National Information Center for Children and Youth with Disabilities (NICHCY), P.O. Box 1492, Washington, DC 20013; Tel/TTY: 800-695-0285; Fax: 202-884-8641; Internet: www.nichcy.org Non-Latex Supplies (Ask your pharmacist if not available) Trojan-Supra: http://www.trojancondoms.com Durex-Avanti: http://www.durex.com Female Health Company-FC Female Condom http://www.femalehealth.com Pasante--EzOn http://www.postalcondoms.co.uk (available in Canada and U.K.).

Augmentative and alternative communication and cell phone use: one off-the-shelf solution and some policy considerations.

Use of cell phones has grown dramatically; however, there remains a gap between people with disabilities and the general public in regard to access to cellular telephony. This article describes the importance of cell phone use among people who use augmentative communication devices. An "off-the-shelf" solution is described and illustrated with the goal of improving access to mobile communication among individuals with significant communication disabilities. Finally, a discussion of the need for universal design of cell phones that includes such features as infrared ports, volume range, speakerphones, matrix displays, EZ buttons, voice dialing, and messaging is presented.

Enhancing participation in employment through AAC technologies.

Despite significant challenges, there are a growing number of documented cases of employment success for individuals who use augmentative and alternative communication (AAC). We review recent research on employment and AAC, and discuss the results within a framework that describes what is known about the worker, the workplace, technology, and society in achieving employment success for individuals who use AAC. Information on goals for future research and technology development is also provided.

Communication during times of natural or man-made emergencies.

During man-made or natural emergencies, communication is essential. However, for millions of individuals worldwide who have significant communication disabilities, spoken language may not be effective or efficient. As a result, emergencies can quickly turn into life-threatening situations. Alternatives to spoken language or augmentative and alternative communication (AAC) may be necessary to ensure effective and efficient communication. The purpose of this study was to identify needed vocabulary for communication during times of emergency. In order to identify needed vocabulary, two online focus groups generated and prioritized this vocabulary. Based on the 209 words that were identified, we used 50 priority words to develop downloadable communication aids for use during times of natural or man-made emergencies.

Adolescents with intellectual disabilities as victims of abuse.

Abuse of persons with disabilities continues to remain largely invisible, in spite of estimates suggesting that it is perpetrated against them more frequently than against those without disabilities. The aim of this study was to conduct an exploratory investigation regarding the frequency and type of abuse of a selected group of students with intellectual disabilities in one high school in Israel and compare the findings with the frequency and type of abuse reported by non-disabled youth from a similar socioeconomic background. A total of 100 students answered the "Ending the Silence" questionnaire, 50 of them with intellectual and other disabilities. The main findings indicate that students with intellectual and other disabilities suffered from abuse more frequently than their peers; most of the instances of abuse occurred within the close social environment of the victim and were repeated over time.

Cell phone use by adults with intellectual disabilities.

Although cell phone use has grown dramatically, there is a gap in cell phone access between people with disabilities and the general public. The importance of cell phone use among people with intellectual disabilities and studies about use of cell phones by adults with intellectual disabilities was described. Our goal was to determine the extent and scope of cell phone use by 83 adults with intellectual disabilities, reasons for nonuse, and factors affecting use. Results suggest a gap in the use of cell phone technology between people with intellectual disabilities and the general population. When used, they are employed primarily for emergencies, storing telephone numbers, and day-to-day communication. Chief reasons for nonuse include cost, perception of not needing one, and lack of accessibility.

Use of electronic technologies by people with intellectual disabilities.

Today's electronic technologies, including computers, cell phones, Internet, and electronic organizers, hold great promise for individuals with intellectual disabilities, yet little research has been conducted to explore patterns of use among this population. Drawing upon a survey of 83 adults with intellectual disabilities, we examined factors affecting use for three key electronic technologies: computer, Internet, and electronic organizers. Forty-one percent of participants used a computer; 25%, the Internet; and 11%, electronic organizers. Age, work setting, and self-perceived ability to manually copy information affected likelihood of use. Primary barriers reported by participants included lack of access, training and support, and expense of technologies. Interest in using such technologies was high, and participants offered suggestions for improved accessibility.