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cerebral palsy (CP)

a group of chronic conditions affecting body movements and muscle coordination, caused by damage to one or more specific areas of the brain

Theory of mind in children with severe speech and physical impairment (SSPI): a longitudinal study (short summary)

Theory
of
mind
in
children
with
severe
disability

The researchers looked at the development of Theory of Mind (ToM) in a group of young children with severe speech and physical impairments (SSPI) compared to a typically developing peer group over a four year period.

The term theory of mind (ToM) relates to being able to attribute thought beliefs and feelings to ourselves and other people and to understand that how we behave is linked to these things.

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The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech (summary)

Helping
children
without
speech
learn
new
words

Background
There has been limited research into the role of the use of graphic symbols in helping the development of understanding of either spoken language or AAC symbols for people who use AAC.

The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech (short summary)

Helping
children
without
speech
learn
new
words

The authors investigated the effect the use of Aided Language Stimulation (ALS) had on the vocabulary development of a group of four children with little or no functional speech. They used a strategy of speakers pointing to symbols as they spoke during selected activities to promote knowledge and understanding of 24 vocabulary items over a period of three weeks.

It was found that during the period of the intervention all of the children increased their vocabulary knowledge.


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The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (summary)

speech
awareness
of
children
with
cerebral
 
palsy

Background
It is sometimes assumed that people who cannot speak are also unable to understand what is said to them, possibly because they haven't had the opportunity to develop an 'articulatory code' or a mental representation of words that are said to them because they have not been able to learn the motor patterns needed to use typical speech.

The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (short summary)

speech
awareness
of
children
with
cerebral
 
palsy

The authors compared the performance of groups of speaking and non-speaking children with cerebral palsy and a group without disabilities in a number of tasks which looked at their ability to detect, identify and manipulate the sound structure of language (phonological awareness).

Mentoring to support people learning to use speech generating devices (short summary)

Mentoring
for
people
learning
 
to
use
speech
devices

Three people who were beginning to use MINspeak systems on their speech generating devices were offer mentoring by experienced MINspeak users. The authors found that the mentoring was generally beneficial in increasing the number and range of words used, but did not significantly improve the grammatical accuracy of the language structures used. They suggest the latter areas requires specific teaching.


Added to site March 2014


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Mentoring to support people learning to use speech generating devices (summary)

Mentoring
for
people
learning
 
to
use
speech
devices

Background People who are given speech generating devices (SGDs) do not always go on to communicate effectively with them. This might be due to a number of factors, including lack of opportunity to observe other people using SGDs.

Few people who are beginning to use SGDs receive any input in the mode of communication they are expected to use.

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Speaker Transfer in Children’s Peer Conversation (short summary)

Children’s
conversation
using
AAC

Two eleven year old boys, one a VOCA user, one without communication difficulties, were videoed having a non-directed conversation. Their conversation was analysed with particular focus on turn-taking within the interaction and how the end of VOCA users turns was indicated and understood.

Speaker Transfer in Children’s Peer Conversation (summary)

Children's
conversation
using
AAC

Background In conversations in which one speaker uses a communication aid the AAC users contributions are generally more slowly produced and might lack other subtle features such as intonation and changes in volume. These factors have an effect on the way in which conversational turns are managed between communication partners. The use of communication aids, particularly by children with complex motor disabilities can lead to delays between the end of a natural speaker's conversational turn and the beginning of the VOCA users spoken output.

Using AAC to communicate with medical staff (short summary)

Using
AAC
 
to
communicate
with
medical
staff

The authors used semi structured interviews and a focus group to find out how people who use AAC felt about communication with primary health care staff e.g. GPs. They found that AAC users felt it was easier to communicate with doctors who were specialists or who had known them for a long time than with those who were less familiar with AAC systems.

They concluded that everyone involved in these consultations needed to take time to prepare and that there is a need for on-going communication training for doctors throughout their careers.


Added to site January 2014

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