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…)
Abstract Although technological, clinical, and legislative advances should be opening new worlds of employment opportunities for people who use augmentative and alternative communication (AAC) systems, these advances have not yet led to higher employment rates. (more…)
Abstract Many individuals with cerebral palsy use natural speech as one mode of communication. Recent research suggests that, for these individuals, speech supplementation strategies, such as topic cues, alphabet cues, and combined cues, can have a significant impact on intelligibility; however, the impact of these strategies when speakers actually implement them while producing connected speech is largely unknown. In the present study, the effects of speaker-implemented topic cues, alphabet cues, and combined cues (compared with a no cues control condition) were studied for three individuals with profound dysarthria secondary to cerebral palsy. (more…)
Abstract Two investigations were completed regarding attitudes toward components of AAC used to tell stories by people with amyotrophic lateral sclerosis (people with ALS). In Study 1, the attitudes of three groups of listeners (people with ALS, caregivers, and unfamiliar listeners) toward three communication modes (unintelligible natural speech, communication notebook, and synthesized speech) were examined. (more…)
Abstract Fourteen employers and co-workers who worked with individuals who used augmentative and alternative communication (AAC) completed a survey describing their employment experiences. A qualitative analysis identified four major themes in the responses: (a) benefits of employing individuals who use AAC, (b) challenges to the employment situation, (c) supports to the employment situation, and (d) recommendations for improving employment outcomes for individuals who use AAC. (more…)
Abstract In the present study, the communicative spontaneity of 23 children with high support needs who used Augmentative and Alternative Communication (AAC) in a classroom setting was evaluated. In contrast to previous research, spontaneity was evaluated on a continuum rather than being treated as a binary variable. Spontaneity was found to be highly variable, but some students clearly lacked the range of spontaneity that would be associated with fully functional communication. Aided AAC systems were notably less spontaneous than signing or nonsymbolic communication. (more…)
Abstract Children and adults with developmental delays have benefited from the use of augmentative and alternative communication (AAC) systems to develop language skills necessary for more generative and functional communication. Beginning communicators however, have historically been considered too young or too pre-linguistic and therefore have not been introduced to AAC systems until behaviors, thought to be prerequisites, have been noted. Recent research and theories about early communication development have challenged this traditional practice and broadened the scope of what is considered to be AAC. Practitioners and parents unfamiliar with early AAC options may not recognize possible applications of communication strategies used with typically developing children and older persons with developmental disabilities. AAC is applicable at all ages for learning communication roles and behaviors as well as for functional communication for persons who do not yet demonstrate clear referential symbol use. (more…)
