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The use of social media by adults with acquired conditions who use AAC: current gaps and considerations in research (summary)

 
The
 
use
 
of
social
media
 
by
adults
 
with
acquired
 
conditions
 
who
 
use
AAC:
 
current
gaps
 
and
considerations
 
in
research

Background

There are increasing numbers of adults with acquired neurological disorders who might use augmentative and alternative communication (AAC). The range of disorders is diverse, including stroke, motor neurone disease, multiple sclerosis, head and neck cancer, traumatic brain injury etc.

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The use of social media by adults with acquired conditions who use AAC: current gaps and considerations in research (short summary)

 
The
 
use
 
of
social
media
 
by
adults
 
with
acquired
 
conditions
 
who
 
use
AAC:
 
current
gaps
 
and
considerations
 
in
research

This paper considers the use of social media for communication by adults with a range of acquired neurological disorders. It briefly reviews the limited research into social media use by this population and discusses both positive and negative aspects.
The author aims to summarise recent research findings on adults with acquired conditions who use AAC and social media, identify gaps and priorities for future research in this area and suggest how the research might be performed. Seven priority areas for research to develop the evidence base in this field are identified and discussed.

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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.

iPads, Mobile Technologies, and Communication Applications: A Survey of Family Wants, Needs, and Preferences (summary)

Technology
 
and
families
of
people
who
use
AAC

Background

The rapid development of iPads and other mobile technology in recent years is affecting both the study and practice of augmentative and alternative communication (AAC) and impacting on service delivery, the work of speech and language therapists (SLTs) and families of people who use AAC.

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iPads, Mobile Technologies, and Communication Applications: A Survey of Family Wants, Needs, and Preferences (short summary)

Technology
 
and
families
of
people
who
use
AAC

As the availability of mobile technology and apps increases, and the cost reduces, the researchers used an online survey to investigate what the families of children who use augmentative and alternative communication (AAC) wanted from technology and the support services around this.

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The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice (summary)

Words
used
by
pupils
who
can
talk

Background

The selection of appropriate vocabulary for AAC systems can be challenging for professionals working with people who use AAC (PWUAAC). Typically they rely on a range of sources to help select vocabulary, one of these is core vocabulary lists, which are generated from research into the frequency of words used by typically developing individuals of similar age to the AAC user.

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The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice (short summary)

Words
used
by
pupils
who
can
talk

Researchers investigated the vocabulary used by typically developing children aged 7 to 14 years in school lessons and activities. The participants included native English speakers and children who spoke English as a second language (ESL).

They found that a small core vocabulary of 100 to 200 words accounted for 75-85% of the vocabulary used for both native English and ESL speakers with great overlap in the most commonly used words in both groups.

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