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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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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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Communication in the ICU (summary)

Communicating
with
patients
who
cannot
speak

What was the aim of the study? This study described the thoughts of nurses who worked in the ICU about a programme in which they took part to increase their knowledge about how to communicate with patients who cannot speak.

Why was the paper written? The researchers ran a programme to teach ICU nurses about communication skills and AAC strategies that they could use with patients who do not speak. The researchers wanted to find out what the nurses thought about the programme and whether they used any of the information that they had learned.

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Communication in the ICU (short summary)

Communicating
with
patients
who
cannot
speak

Researchers ran a programme for nurses who worked in the ICU about communicating with patients who cannot speak. The nurses learned about AAC strategies, and many of them reported positive effects of using these strategies in hospital. The nurses favoured basic strategies that did not take up too much time.


Things you may want to look into:

Information on acquired disorders

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AAC and young children with disabilities - review (summary)

AAC
 
and
young children
with
disabilities

What was the aim of the study? This study reviewed the literature on AAC for infants and toddlers with developmental disabilities under the age of three years.

Why was the paper written? The learning experiences of children's first three years of life can influence later brain development, but these experiences may be lessened if caregivers cannot recognize children's communicative behaviours. Early access to AAC can benefit children's early intentional communication, but most literature on AAC relates to older age groups.

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AAC and young children with disabilities - review (short summary)

AAC
 
and
young children
with
disabilities

This review included studies that investigated the use of AAC for children aged three years and younger. Twelve studies were included in the review, and seven were determined to have conclusive results, or constitute high-quality evidence. AAC was successful in improving the communication of the majority of children in the studies. This review found evidence to support the use of AAC for young children, and the authors stressed the importance of trying a variety of AAC methods, including aided and unaided AAC systems, with young children.

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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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