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cerebral palsy (CP)

a group of chronic conditions affecting body movements and muscle coordination, caused by damage to one or more specific areas of the brain

Exploring Communication Assistants as an Option for Increasing Communication Access to Communities for People who use Augmentative Communication (short summary)

Use
of
communication assistants

13 communication assistants were trained to work with 9 people who use AAC (PWUAAC), to support their communication within their local communities and to increase opportunities for and quality of interactions with other communication partners.

AAC users used the assistants to help them prepare for communication events, support them in making phone calls, writing and using the internet and communicating directly with familiar and unfamiliar communication partners and other PWUAAC, over a 9 month period.

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Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication (summary)

helping
young children
match
sounds
to
letters

 

Background
For children who are at a pre-reading (emergent literacy) level phonological awareness and sound-letter knowledge are two of the strongest predictors of future reading ability. Phonological awareness is the ability to recognise that spoken words are made up of sequences of sounds, part of this is phonemic awareness; the understanding that words can be broken down into phonemes, the smallest sounds that make up words.

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Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication (short summary)

helping
young children
match
sounds
to
letters

The authors wanted to examine the effectiveness of an intervention strategy to teach sound-letter correspondence and the spelling of consonant-vowel-consonant (CVC) combinations to young children who use AAC in a mainstream classroom by arranging the environment to create learning opportunities, providing adaptations to support the participation of AAC users and using specific instructional strategies.

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Theory of mind in children with severe speech and physical impairment (SSPI): a longitudinal study (summary)

Theory
of
mind
in
children
with
severe
disability

Background
The term theory of mind (ToM) relates to being able to attribute thought beliefs and feelings to ourselves and other people and to understand that how we behave is linked to these things. Children also need to understand that beliefs are not always true and can represent the world incorrectly. Testing a child's ability to recognise this 'false-belief' is the most commonly used way of determining whether a child has developed ToM.

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Theory of mind in children with severe speech and physical impairment (SSPI): a longitudinal study (short summary)

Theory
of
mind
in
children
with
severe
disability

The researchers looked at the development of Theory of Mind (ToM) in a group of young children with severe speech and physical impairments (SSPI) compared to a typically developing peer group over a four year period.

The term theory of mind (ToM) relates to being able to attribute thought beliefs and feelings to ourselves and other people and to understand that how we behave is linked to these things.

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The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech (summary)

Helping
children
without
speech
learn
new
words

Background
There has been limited research into the role of the use of graphic symbols in helping the development of understanding of either spoken language or AAC symbols for people who use AAC.

The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech (short summary)

Helping
children
without
speech
learn
new
words

The authors investigated the effect the use of Aided Language Stimulation (ALS) had on the vocabulary development of a group of four children with little or no functional speech. They used a strategy of speakers pointing to symbols as they spoke during selected activities to promote knowledge and understanding of 24 vocabulary items over a period of three weeks.

It was found that during the period of the intervention all of the children increased their vocabulary knowledge.


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The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (summary)

speech
awareness
of
children
with
cerebral
 
palsy

Background
It is sometimes assumed that people who cannot speak are also unable to understand what is said to them, possibly because they haven't had the opportunity to develop an 'articulatory code' or a mental representation of words that are said to them because they have not been able to learn the motor patterns needed to use typical speech.

The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (short summary)

speech
awareness
of
children
with
cerebral
 
palsy

The authors compared the performance of groups of speaking and non-speaking children with cerebral palsy and a group without disabilities in a number of tasks which looked at their ability to detect, identify and manipulate the sound structure of language (phonological awareness).

Mentoring to support people learning to use speech generating devices (short summary)

Mentoring
for
people
learning
 
to
use
speech
devices

Three people who were beginning to use MINspeak systems on their speech generating devices were offer mentoring by experienced MINspeak users. The authors found that the mentoring was generally beneficial in increasing the number and range of words used, but did not significantly improve the grammatical accuracy of the language structures used. They suggest the latter areas requires specific teaching.


Added to site March 2014


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