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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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The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs (summary)

 
The
Vocabulary
 
of
Young
Writers:
Implications
 
for
Children
 
with
 
CCN

Background

This study explored vocabulary used in typical written language development and whether knowledge about this could be applied to developing vocabulary sets for children with complex communication needs (CCN).

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The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs (short summary)

 
The
Vocabulary
 
of
Young
Writers:
Implications
 
for
Children
 
with
 
CCN

This study investigated the vocabulary used in the self-selected writing of typically developing young school age children in USA and New Zealand and considered whether the information gathered could be beneficial in selecting vocabulary available on augmentative and alternative communication (AAC) systems to support the development of writing for children with complex communication needs (CCN).

It was found that a small core vocabulary accounted for a large percentage of the written work and this was largely grammatical words.

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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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