China Science

Abstract Individuals with little or no functional speech frequently rely on non-speech communication systems to augment or replace natural speech. These systems include speech generating devices (SGDs), which provide synthetic speech upon activation. This paper comprises a summary of research conducted over the past 20 years on the perception of synthetic speech by nondisabled listeners and listeners with intellectual, language, and hearing impairments. (more…)

Abstract We evaluated the role of digitized speech output on the maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. The children were taught to request access to preferred objects using an augmentative communication speech-generating device (SGD). (more…)

Abstract One of the most frequently cited concerns from parents, teachers, and other caregivers, upon hearing a recommendation for the use of augmentative and alternative communication (AAC) is, ‘Will its use interfere with natural speech?’ Reports of positive effects of AAC use, particularly that of speech (more…)

Abstract Three preschool-aged children with autism spectrum disorder (ASD) were taught to utilize a visual support (a graphic symbol representing ‘Can I Play?’) to request entrance into play activities. Acquisition of graphic symbol use resulted from the implementation of a naturalistic intervention strategy that included creating communicative opportunities, providing a model of the desired behavior, prompting the participant to engage in the desired behavior (via a least-to-most prompting hierarchy and time delay), and providing access to natural consequences for appropriate participant responses. Intervention occurred in the context of ongoing play activities in the classroom. (more…)

Abstract The successful use of augmentative and alternative communication (AAC) systems by young children rests on the child’s ability to efficiently and accurately locate desired vocabulary. Typically, young children’s vocabulary items are organized on communication boards or computer displays according to what seems logical to speech-language pathologists, teachers, and parents. It remains unclear, however, whether adult-generated vocabulary arrangements truly reflect the cognitive organization of young children who require AAC. (more…)

Abstract The aim of this study was to develop a core vocabulary list for toddlers. Naturally occurring (i.e., unprompted) vocabulary was collected for 50 toddlers, aged from 24 to 36 months, enrolled in five different preschools, during two different activities (play within interest centres and snack time). (more…)

Abstract Until recently, crime against individuals with disabilities has received little research attention. Information about people who use augmentative and alternative communication (AAC) and their experiences as victims of crime is even more limited. The purposes of this study were to address (a) the extent to which (more…)

Abstract A qualitative interview methodology was used to investigate the experiences of 11 general education teachers who had included students with augmentative and alternative communication (AAC) in their classes. Information was gathered from participants in the following areas: (a) the benefits of including students who use AAC in general education classes, (b) the negative aspects of including these students, (c) the barriers to successful inclusion outcomes, (d) the supports required for successful inclusion, and (e) recommendations for other teachers (more…)