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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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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

Background

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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (short summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

The authors of this paper investigated the ‘effect of a systematic instructional package with individualized adaptations on the acquisition of numeracy skills’ on students with multiple disabilities. The research involved three children with severe multiple disabilities and complex communication needs (CCN) who attended a special school.

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Initial Insights into Phoneme Awareness Intervention for Children with Complex Communication Needs (summary)

 
Insights
 
into
 
Phoneme
Awareness
Intervention
 
for
Children
 
with
Complex
Communication
Needs

Background

Phoneme awareness is the ability to recognise and manipulate the individual sounds in spoken words and is part of the broader phonological awareness that is essential to the development of early reading skills. Children with complex communication needs (CCN) often have significant and long-term difficulties in the development of literacy; poor phoneme awareness has been suggested as possibly limiting their word recognition and spelling skills.

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Initial Insights into Phoneme Awareness Intervention for Children with Complex Communication Needs (short summary)

 
Insights
into
 
phoneme
 
awareness
 
intervention
 
for
children
 
with
complex
communication
needs

This study aimed to determine if phoneme awareness skills can be taught to children with complex communication needs (CCN), to observe any transfer effects to tasks that were not directly targeted during the intervention and to their ability to produce and record written words.

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Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms (summary)

Background

The importance of peer interaction for students with severe disabilities has been recognised for a long time, with peer interactions promoting development and learning in school-age children. There is evidence that good peer interaction experiences are associated with a range of positive outcomes whilst the reverse is true of a lack of peer relationships.

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Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms (short summary)

Social
interaction
of
pupils
who
use
AAC

The authors investigated the social communication interactions of 16 pupils with intellectual disabilities and/or autism, in mainstream classes. All participants used some form of augmentative and alternative communication (AAC), and were supported in school by one to one support workers.

They found that the students who used AAC had significantly more interactions with adults than with their typically developing peers. They also tended to initiate fewer interactions and these were for different communicative functions.

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