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Bridging the gap from values to actions: a family systems framework for family-centered AAC services (summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

Background

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Family structures are increasingly diverse and studies have found that AAC intervention practices often lack family-centredness often being more professionally centred.

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Bridging the gap from values to actions: a family systems framework for family-centered AAC services (short summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Professionals often intend to offer family-centred AAC services but face various and numerous challenges in delivering them.

Evaluating the Impact of AAC Interventions in Reducing Hospitalization-related Stress: Challenges and Possibilities (summary)

 
The
 
Effect
of
AAC
 
in
Reducing
Stress
 
in
Hospital

Background

A lot of children with communication difficulties need to use hospital services frequently and have a legal right to “be informed, to communicate, and to express opinions using their preferred means of communication including augmentative and alternative forms” (United Nations 2006). However hospitals often rely on parents to act as interpreters and have little knowledge of augmentative and alternative communication (AAC) and communication disabilities.

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Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme (summary)

AAC
 
for
Children
with
Autism:
Evaluation
 
of
 
the
 
LAMP
 
Approach

Background

 It is estimated that up to 50% of people with autism spectrum disorder (ASD) do not use functional speech and there is evidence to suggest that augmentative and alternative communication (AAC) can improve the quality of life for non-verbal children with ASD by supporting them to increase their communication. There are many different forms of AAC available including high-tech systems that can be used to generate speech and allow for spontaneous expression.

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Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme (short summary)

AAC
 
for
children
 
with
Autism:
Evaluation
 
of
 
the
 
LAMP
 
approach

The Language Acquisition through Motor Planning (LAMP) approach to teaching language using a voice output communication aid (VOCA) was used over a five week period with eight children, aged between 4 and 12, who had ASD. Parents and teachers were also trained to use the LAMP approach. The study aimed to test whether augmentative and alternative communication (AAC) systems can improve the functional communication of children with ASD in their daily lives.

The researchers used the LAMP approach in addressing 4 aims:

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The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (summary)

 
The
 
Effects
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

Background

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

Teaching speech to this group can be a very lengthy process and throughout this children do not have an effective means of communication.

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The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (short summary)

 
The
 
Effects
 
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

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Predicting progress in Picture Exchange Communication System (PECS) use by children with autism (summary)

Predicting
Progress
 
in
PECS

Background

The Picture Exchange Communication System (PECS) is a communication system designed mainly for use by non-verbal children with autism. It has generally been found to have positive outcomes in a range of areas, including social communication skills, decrease in challenging behaviour and possible increases in the use of spoken language. However there is limited information available to support professionals to make predictions about the amount of progress individuals might make using PECS.

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