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aided communication

communication aids or devices are used to help communication, described more fully on the Communication Matters website http://www.communicationmatters.org.uk/glossary-term/aided-communication

Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

Background

Many people diagnosed with autism spectrum disorder (ASD) fail to develop enough speech to meet their everyday communication needs. Augmentative and alternative communication (AAC) has been used successfully with some of this population. Possible AAC strategies for children with ASD include the use of manual signing, picture exchange and speech generating devices (SGDs). This leads to the question of which of these systems should be taught to any individual.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (short summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

In this study, related to McLay et al 2015, the authors investigated whether two boys with autism spectrum disorder (ASD) could be taught to request continuation of toy play using ‘more’ using three different augmentative and alternative communication systems; signing, picture exchange and a speech generating device (SGD), whether this learning would be maintained over time and whether they would show a preference for any of the AAC systems over the others.

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Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity (summary)

Children
 
Who
 
Use
AAC
 
Giving
Instructions
 
During
Play

Background

Play is important to children’s social, emotional and cognitive development, helping to develop an understanding of the world, problem solving skills etc. It is not known how limited access to play might affect children with significant motor impairment who use communication aids as they acquire language.

Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity (short summary)

Children
 
Who
 
Use
AAC
 
Giving
Instructions
 
During
Play

This study investigates the way in which children with severe motor impairments who use AAC are able to use language to give instructions to familiar communication partners in barrier activities involving construction play. It investigates their use of referential communication i.e. their ability to name or describe items so that the listener can identify them. The tasks used in the study included dressing a doll, making a bead necklace, building a tower of blocks and making a pattern of dominoes.

Communication boards in critical care: patients’ views (summary)

Communication boards
for
patients

Background

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Communication boards in critical care: patients’ views (short summary)

Communication boards
for
patients

The authors interviewed patients who had been ventilated in a critical care ward to find out their perceptions of their levels of frustration when they were unable to communicate effectively, how they thought this might be alleviated by the use of a communication board and what they thought would be useful for the board to contain.

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SPEACS-2: Intensive Care Unit ‘‘Communication Rounds’’ with Speech Language Pathology (summary)

training
nurses

Background

Intensive Care Unit (ICU) nurses are extremely important in supporting the communication of critically ill patients who are unable to speak, but they usually have very limited training in how best to do this, and insufficient access to speech and language therapists (SLTs). The authors looked at the impact of a web-based training package for nurses on care quality and clinical outcomes for older patients on ICU.

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SPEACS-2: Intensive Care Unit ‘‘Communication Rounds’’ with Speech Language Pathology (short summary)

training
nurses

The authors investigated the use of a web-based training package for nurses working with non-speaking elderly patients in intensive care units (ICUs) and the benefits of speech and language therapy (SLT) led 'communication rounds' on ICUs.

Case studies are used to demonstrate the types of communication strategies that were useful in improving communication for patients, families and nursing staff.

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Augmentative and alternative communication in daily clinical practice: strategies and tools for management of severe communication disorders (summary)

Use
of
AAC
after
a
stroke

Background

People who have had strokes often use natural speech in combination with various AAC strategies to improve the effectiveness of their communication. These strategies might change over time as communication needs change.

Interventions to help build stroke patients' communicative competence need to consider a wide variety of factors including the individual, their environments and their communication partners. They should not necessarily be seeking a 'cure', rather to implement strategies to compensate for difficulties.

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