Tag Archive: research

Research Support for Aided Language Input

May 31, 2018 by - 1 Comment

Research Support for Aided Language Input

Aided language input, the practice of modeling AAC when speaking to those who are trying to learn AAC, is a pivotal intervention strategy. It has been shown to support comprehension and expression, and the development of early sentence forms. The evidence suggests it may also support the development of certain grammatical morphemes and verb combinations.  You can learn more about the implementation of aided language input here. Here are some of the research studies that support the use of this evidence-based practice. Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, 30–43. Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech, Language and Hearing Research, 54, 160–176.  Dada, S., & Alant, E. (2009). The... [Read More...]

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Evidence-based Practice in AAC

May 7, 2018 by - Leave your thoughts

Dr. Jill Senner and Matthew Baud are staunch advocates for using research-based strategies and other evidence-based practices (EBP) in their AAC work.  In today’s post. they share their thoughts on what EBP is, why it is important for AAC professionals, and how to incorporate it into our clinical and educational practices. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Facts Matter: EBP in AAC Evidence-based practice (EBP) has been a buzz word in healthcare and education for almost two decades.  However, “it has been well documented in many disciplines that major gaps exist between what is known as effective practices (i.e., theory and science) and what is actually done (i.e., policy and practice)” (Fixsen et al., 2005, p. 2).  What is EBP, why is it important and how can we make sure we’re incorporating evidenced-based practices into our work with students and clients using AAC?  Let’s take a look at answers to each of these questions below.... [Read More...]

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PrAACtical Research: Aided Language Input for People with Developmental Disabilities

March 8, 2018 by - 2 Comments

PrAACtical Research: Aided Language Input for People with Developmental Disabilities

We’re pleased to welcome back Dr. Kathy Howery for another analysis of an AAC research article. Kathy is based in Alberta, Canada, and has worked in the field of AT and special education for over three decades. In the past year, she completed her doctoral studies where she used phenomenological methods to seek to understand the lived experience of speaking with/through a speech generating device. Kathy is currently working as a consultant to schools and school districts across Alberta focusing primarily on children and youth with complex communication needs. ::::::::::::::::::::::::::::::::::::::::::::::::::::::; Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: A systematic review. Augmentative and Alternative Communication, 33, 149-159. What this Article is All About (The Focus of the Research) This article presents the results of a systematic review of the research into what the authors refer... [Read More...]

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PrAACtical Resources: Scholarly Articles on Aided AAC

February 19, 2018 by - Leave your thoughts

PrAACtical Resources: Scholarly Articles on Aided AAC

Today we are excited to share a wonderful collection of articles that help to expand the theoretical underpinnings and empirical knowledge base in AAC. The Augmentative and Alternative Communication journal is providing free access to six articles that are part of an ongoing international collaboration of researchers and clinicians in 16 nations. You can access articles from this project, entitled “Becoming an Aided Communicator: Aided Language Skills in Children aged 5–15 years: A Multi-site and Cross-cultural Investigation,” below. Kudos to the International Society for Augmentative and Alternative Communication (ISAAC) and the journal co-editors (Drs. Martine Smith and Bronwyn Hemsley) and Dr. von Tetzchner for making this special issue so widely available. We hope you enjoy reading Aided Language Processes, Development, and Use: An International Perspective.

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Video of the Week: AAC, ASD, & Individual Differences

December 13, 2017 by - Leave your thoughts

Video of the Week: AAC, ASD, & Individual Differences

When you’ve worked with one person with autism, the saying goes, you’ve worked with one person with autism. It shouldn’t surprise us, then, that this diversity shows up in research data as well. In this presentation, we hear from Dr. David Trembath, from Griffith University in Australia, explores the individual differences in AAC research and discusses their implications. Many thanks to the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) at the University of British Columbia, for making this video available. Direct link to video – https://www.youtube.com/watch?v=TvZ-XH6SLVU

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PrAACtical Research: AAC Intervention for Children with ASD

December 4, 2017 by - Leave your thoughts

PrAACtical Research: AAC Intervention for Children with ASD

Dr. Kathy Howery is back with another helpful post an AAC research. Kathy is based in Alberta, Canada, and has worked in the field of AT and special education for over three decades. In the past year, she completed her doctoral studies where she used phenomenological methods to seek to understand the lived experience of speaking with/through a speech generating device. Kathy is currently working as a consultant to schools and school districts across Alberta focusing primarily on children and youth with complex communication needs. In this article, she discusses research on AAC interventions. Enjoy! ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Almirall, D. , DiStefano, C., Chang, Y.-C., Shire, S., Kaiser, A., Lu X, Nahum-Shani, I., Landa, R., Mathy, P. & Kasari, C. (2016). Longitudinal Effects of Adaptive Interventions with a Speech-Generating Device in Minimally Verbal Children with ASD. Journal of Clinical Child & Adolescent Psychology, 45(4), 442-456. What this article is all about (the focus... [Read More...]

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Watch It Wednesday: Viva La Evidence

December 31, 2014 by - Leave your thoughts

Watch It Wednesday: Viva La Evidence

“A 21st century clinician who cannot critically read a study is as unprepared as one who cannot take blood pressure or examine the cardiovascular system.” What better way to end one year and usher in the new, than a reminder of the role of scientific study in our profession? In AAC, there isn’t as much research as we would like, but we sure do need to make it our business to evaluate and use the empirical evidence that we do have. P.S. We like Coldplay a little more now. :::::::::::::::::::::::::::::::::::::::::::::  Glasziou, P., Burls, A.,& Gilbert, R. (2008). Evidence based medicine and the medical curriculum: The search engine is now as essential as the stethoscope. The BMJ, 337, 704. Direct Link to Video: https://www.youtube.com/watch?v=QUW0Q8tXVUc  

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Watch It Wednesday: Eye Gaze Research

August 6, 2014 by - Leave your thoughts

Watch It Wednesday: Eye Gaze Research

Today, we’ll take a look at a collaborative effort by researchers at University College London (Department of Developmental Science), Great Ormond Street Hospital for Children (Neurodisability Service), and Barnsley Hospital. These researchers are investigating the eye gaze patterns of children with cerebral palsy who have little or no functional speech. Could tracking eye movements be a useful way to assess language skills? This is a line of research we will be watching. Direct Link: http://www.ucl.ac.uk/gaze

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Research Tuesday: Comparing Picture Exchange and SGDs

June 10, 2014 by - Leave your thoughts

Research Tuesday: Comparing Picture Exchange and SGDs

Picture exchange is powerful strategy for building symbolic communication in individuals with significant communication difficulties. We’ve posted about implementation of PECS a few times, and included references to research supporting its efficacy in some additional posts. Today, we look at a sequence of three single subject design experimental studies by Dr. Jeff Sigafoos and other researchers that looked at how the use of picture exchange and AAC devices (SGD condition) impacted social interaction. In the initial study, the team taught requesting skills either with picture exchange or AAC devices and then looked to see if there were any changes in social interaction. They hypothesized that the physical act of picking up a symbol and giving it to someone, as with the picture exchange condition, would make the learner less likely to turn away from his communication partner. So, in addition to measuring how well the participant learned to make requests,... [Read More...]

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