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Non-electronic communication aids (summary)

Low
technology
communication

Background There are two main types of communication aids. High-tech, or electronic, communication aids include speech-generating devices with a variety of ways to generate messages. Low-tech, or non-electronic, communication aids do not have speech output functions and also lack other features that may assist the speedy generation of messages.

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Post-school quality of life (short summary)

This paper reports the results of surveys and interviews about the experiences of young people with complex communication needs after they leave school. The eight young people in this study all used an AAC device whilst in school, however, only one continued to do so after leaving school. Overall, the young people were found to be out of employment or education, to lack personal resources and to require better access to communication support services.

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Post-school quality of life (summary)

Quality
of
life
after
leaving
school

Background Evaluations of post-school outcomes for young people with disabilities have shown that they drop out of school more frequently than their non-disabled peers, rarely enrol in post-secondary education and often experience unemployment and poverty. However, many people with disabilities also report satisfaction with the people in their lives, participation in various recreational activities and a sense of optimism about the future. Unfortunately, this literature rarely addresses outcomes for individuals with complex communication needs who use AAC.

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Participation of children with CCN (summary)

Background Participation, or involvement in life situations, is an important aspect of children's development. A number of factors affect the level of participation that children with developmental disabilities experience, such as age, physical abilities, personality traits, communication abilities and learning disability. Children with communication disabilities experience different levels of participation depending on the activity.

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Participation of children with CCN (short summary)

The authors of this study distributed a survey to parents of children with complex communication needs that evaluated the intelligibility of the children's speech, the perceived usefulness of their communication aid and their frequency of participation in recreational, social and self-improvement activities. Younger children were reported to have experienced greater levels of participation than older children, especially in recreational activities. For younger children, those with some speech participated more than those with no speech in recreational and social activities.

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Teaching 1:1 workers to support young children with CCN (summary)

Teaching
staff
 
to
support
young children
with
communication
needs

Background In school and preschool settings 1:1 support workers (paraeducators) are important and frequent communication partners for young children who have complex communication needs. There has been little research into impact of training on the way these support workers communicate with the children during play.

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Teaching 1:1 workers to support young children with CCN (short summary)

Methods
 
to
support
young children
with
complex
communication
needs

The authors gave 2 hours of individual training to a small number of one to one support workers who each worked with a preschool child with complex communication needs.

They found that in each case the number of communication opportunities offered to the children in play sessions and the number of communication turns taken by the children increased.


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AAC and severe ID (short summary)

AAC
 
and
severe
intellectual
disability

Five teenagers with severe intellectual disability and communication impairment had taken part in traditional speech and language therapy for five years with little effect. After the introduction of communication boards by multidisciplinary teams, the teenagers improved their communication, daily living skills and socialization.


Things you may want to look into:

AAC

PMLD

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AAC and severe ID (summary)

AAC
 
and
severe
intellectual
disability

What was the purpose of the study? The authors of this study reported their experience of introducing AAC to five adolescents with severe intellectual disability and communication impairment.

Why was the paper written? The authors wrote this paper because past research suggests that providing AAC to people with intellectual disability can increase their communication opportunities and ability to participate in society.

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Children’s joint attention in AAC (short summary)

Children’s
joint
attention
in
AAC

This study investigated infants' attention in situations that involved an infant, adult, storybook and potential aided AAC system. Differences in infants' attention depended on the physical location of the AAC system, infants' age, activity levels and cognitive skills and adults' interactive styles. Though the infants in this study did not have any developmental disabilities, results suggest that these factors may be important in children's interactions with AAC systems generally.


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