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aided communication

communication aids or devices are used to help communication, described more fully on the Communication Matters website http://www.communicationmatters.org.uk/glossary-term/aided-communication

A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder (short summary)

 
A
review
 
of
research
 
into
 
aided
AAC
 
to
increase
social-communication
 
functions
 
in
children
 
with
autism
 
spectrum
 
disorder

Up to a quarter of children with autism spectrum disorder (ASD) do not develop functional speech. Many of them rely on augmentative and alternative communication (AAC) systems.

While there is some evidence supporting the use of AAC with children with ASD it is still unclear how much its use has been taught to develop social communication and whether interventions effect sustained and meaningful change.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Background

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems. This means that opportunities to communicate functionally need to be created and supported in the children’s natural environments including schools.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

Background

Many people diagnosed with autism spectrum disorder (ASD) fail to develop enough speech to meet their everyday communication needs. Augmentative and alternative communication (AAC) has been used successfully with some of this population. Possible AAC strategies for children with ASD include the use of manual signing, picture exchange and speech generating devices (SGDs). This leads to the question of which of these systems should be taught to any individual.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (short summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

In this study, related to McLay et al 2015, the authors investigated whether two boys with autism spectrum disorder (ASD) could be taught to request continuation of toy play using ‘more’ using three different augmentative and alternative communication systems; signing, picture exchange and a speech generating device (SGD), whether this learning would be maintained over time and whether they would show a preference for any of the AAC systems over the others.

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Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity (summary)

Children
 
Who
 
Use
AAC
 
Giving
Instructions
 
During
Play

Background

Play is important to children’s social, emotional and cognitive development, helping to develop an understanding of the world, problem solving skills etc. It is not known how limited access to play might affect children with significant motor impairment who use communication aids as they acquire language.

Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity (short summary)

Children
 
Who
 
Use
AAC
 
Giving
Instructions
 
During
Play

This study investigates the way in which children with severe motor impairments who use AAC are able to use language to give instructions to familiar communication partners in barrier activities involving construction play. It investigates their use of referential communication i.e. their ability to name or describe items so that the listener can identify them. The tasks used in the study included dressing a doll, making a bead necklace, building a tower of blocks and making a pattern of dominoes.

Communication boards in critical care: patients’ views (summary)

Communication boards
for
patients

Background

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