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Danielle T. Nader – ProQuest LLC, 2024
Augmentative and alternative communication (AAC) technologies for children with complex communication needs (CCN) can improve communication skills, increase autonomy, promote social closeness, and enhance meaningful participation in a variety of social contexts. However, access to AAC technologies is insufficient. Successful use of AAC…
Descriptors: Augmentative and Alternative Communication, Assistive Technology, Interaction, Communication (Thought Transfer)
Safi, Mohammed F.; Al Sadrani, Badriya; Mustafa, Ashraf – International Journal of Developmental Disabilities, 2023
The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with Autism Spectrum Disorder (ASD). We examined effects of using Virtual Voice Assistant (VVAs) in children with ASD with respect to two outcomes: speech skills and social interaction…
Descriptors: Autism Spectrum Disorders, Augmentative and Alternative Communication, Interpersonal Communication, Verbal Communication
Hyppa-Martin, Jolene; Chen, Mo; Janka, Emily; Halverson, Natalie – Augmentative and Alternative Communication, 2021
This study examined whether partner reauditorization affected the attitudes reported by young adults toward a child who communicated using nonelectronic AAC. The study also examined preferences for the way the AAC system was used (i.e., in the presence or absence of reauditorization), whether reauditorization was associated with differences in…
Descriptors: Young Adults, Children, Interpersonal Communication, Augmentative and Alternative Communication
Lui, Michelle; Maharaj, Amrita; Shimaly, Roula; Atcha, Asiya; Ali, Hamza; Carroll, Stacie; McEwen, Rhonda – Journal of Special Education Technology, 2022
This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Twelve children (aged 4-12 years) participated in teacher-guided sessions with eye tracking software that are…
Descriptors: Interaction, Eye Movements, Students with Disabilities, Children
O'Brien, Amanda M.; Schlosser, Ralf W.; Yu, Christina; Allen, Anna A.; Shane, Howard C. – Journal of Special Education Technology, 2021
Smartwatches may provide a natural, portable, and unobtrusive strategy by which to support directive-following for individuals with autism spectrum disorders (ASD). A mentor can send visual supports (e.g., photographs, videos, text) "just-in-time" (JIT) to a learner's smartwatch. This may reduce the need for extraneous face-to-face…
Descriptors: Autism, Pervasive Developmental Disorders, Assistive Technology, Interaction
Sarah E. Ivy; Michelle C. S. Therrien; Kelly Whalon; Mert Bilgin; Sarah Cox; Nanette Hammons – Journal of Developmental and Physical Disabilities, 2021
A workshop format is often the professional development (PD) model used by educators; however, research shows that workshops are often not sufficient to change educator behavior. Additionally, including caregivers in PD can promote shared decision-making and support children's transfer of skills between home and school environments. This pilot…
Descriptors: Family School Relationship, Educational Environment, Family Environment, Professional Development
Mutumburanzou, Patricia – European Journal of Educational Sciences, 2018
Individuals with severe learning disabilities have little or no speech and find it very difficult to communicate and learn new skills. Most of them were excluded from the education process due to the presumed inability to learn. However, it has been observed over time that individuals with severe learning disabilities (SLD) of all ages and types…
Descriptors: Foreign Countries, Communication Skills, Children, Learning Disabilities
Vidal, Verónica; McAllister, Anita; DeThorne, Laura – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The present clinical focus draws on an intrinsic case study to provide a thick description of the communication profile of John, a 9-year-old minimally verbal autistic student. Method: Specifically, traditional behavioral assessments, classroom video observations, and semistructured interviews were used to gather information regarding…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Communication Skills
Boyle, Susannah A.; McNaughton, David; Chapin, Shelley E. – Focus on Autism and Other Developmental Disabilities, 2019
Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those…
Descriptors: Reading Skills, Language Skills, Children, Autism
Therrien, Michelle Christine Stephen – ProQuest LLC, 2016
Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with characteristics of autism spectrum disorder (ASD), confront many barriers to successful interactions with peers. These include personal barriers,…
Descriptors: Peer Relationship, Interaction, Communication Problems, Autism
Sigurd Pilesjö, Maja; Norén, Niklas – Child Language Teaching and Therapy, 2017
This Conversation Analysis study investigated how a speech and language therapist (SLT) created opportunities for communication aid use in multiparty conversation. An SLT interacted with a child with multiple disabilities and her grandparents in a home setting, using a bliss board. The analyses demonstrated a practice where the SLT employed…
Descriptors: Speech Language Pathology, Allied Health Personnel, Communication Strategies, Multiple Disabilities
Paden, Amber R.; Kodak, Tiffany; Fisher, Wayne W.; Gawley-Bullington, Elizabeth M.; Bouxsein, Kelly J. – Journal of Applied Behavior Analysis, 2012
We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both…
Descriptors: Autism, Reinforcement, Prompting, Pictorial Stimuli
Shire, Stephanie Y.; Jones, Nancy – Communication Disorders Quarterly, 2015
Communication partners who efficiently use augmentative and alternative communication (AAC) are essential interaction partners for children learning to communicate using AAC. This systematic review examines studies targeting interventions designed to help communication partners support children with complex communication needs who use AAC.…
Descriptors: Educational Needs, Children, Partnerships in Education, Augmentative and Alternative Communication
King, Amie M.; Fahsl, Allison J. – TEACHING Exceptional Children, 2012
Children with complex and severe communication impairments often cannot meet their communication needs with their natural voice and may require the use of augmentative and alternative communication (AAC). There are many communication and learning challenges facing children who use AAC; however, using AAC for social communication is especially…
Descriptors: Augmentative and Alternative Communication, Interpersonal Competence, Children, Communication Problems
Kent-Walsh, Jennifer; Binger, Cathy; Hasham, Zishan – American Journal of Speech-Language Pathology, 2010
Purpose: This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts. Method: Two single-subject multiple-probe-across-participants…
Descriptors: Augmentative and Alternative Communication, Semantics, Parents, Semiotics
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