Augmentative & Alternative Communication Intervention

Bopp, K. D., Brown, K. E., & Mirenda, P. (2004). Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13, 5-19.  

Usefulness to Clinical Practice
  • Table of problem behaviours for
       children with autism
  • Research results on functional
       communication & instructional
       techniques
  • Research results of visual
       schedules & problem behaviour
       interventions
    		•

    Characteristics of Review
    Population Autism; other developmental disabilities
    Review Type Narrative
    Country Canada
    Number of studies 27 included              

     

     

     

     


    Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.  (Journal Abstract).

    FULL TEXT

    Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language Speech and Hearing Services in Schools, 34, 203-216.

    Usefulness to Clinical Practice
  • Research results of total vs. aided
       communication
  • Ways of using AAC to facilitate
       speech output & development
    		•

    Characteristics of Review
    Population Autism
    Review Type Narrative
    Country Canada
    Number of studies 48 referenced

     

     

     

    Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. The purpose of this article is to summarize research and directions for future research with regard to two questions related to the delivery of AAC supports to these individuals: (a) What AAC modality is preferable to use? and (b) What do we know about the use of voice output communication aids with people with autism?  (Journal Abstract).

    FULL TEXT

    Sigafoos, J., Drasgow, E., Reichle, J., O'Reilly, M., Green, V. A., & Tait, K. (2004). Tutorial: Teaching communicative rejecting to children with severe disabilities. American Journal of Speech-Language Pathology, 13, 31-42.  

    Usefulness to Clinical Practice
  • Review of concept of
       communicative rejecting   
  • 10 principles for training
  • Tables of research outcomes
    		•

    Characteristics of Review
    Population Severe disabilities
    Review Type Narrative
    Country USA
    Number of studies 7 included

     

     

     


    Children with severe disabilities typically require systematic instruction to develop their communication abilities. Intervention can begin by teaching functional communication skills related to requesting and rejecting. Although a considerable amount of research has focused on teaching requesting, there is an emerging literature on teaching rejecting. The aim of this tutorial is to review the emerging literature on teaching communicative rejecting to children with severe disabilities. This review considers (a) the definition of communicative rejecting, (b) reasons for teaching communicative rejecting, (c) types of communicative rejecting, and (d) empirically validated strategies for teaching communicative rejecting to children with severe disabilities. The authors include a case study to illustrate the major steps in teaching communicative rejecting to children with severe disabilities. The authors include a case study to illustrate the major steps in teaching communicative rejecting to children with severe disabilities.  (Journal Abstract).

    FULL TEXT

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