Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of…

Background/purpose: This study investigates the efficacy of iPad-based interventions in improving communication skills among students with autism, focusing on two participants with minimal functional speech. Materials/methods: A multiple baseline design was employed, consisting of two phases--a baseline phase (A), where the participants had access…

Children who lack functional spoken language are candidates for augmentative and alternative communication (AAC). Aided AAC and naturalistic interventions offer the potential to extend the communication functions demonstrated by children with autism spectrum disorder (ASD) who are nonspeaking. Related intervention research, however, has been…

Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment…

This study aimed to evaluate the impact of a speech-generating device (SGD) application on manding skills in Chinese children with autism spectrum disorder (ASD). Given the communication challenges faced by many individuals with ASD, alternative methods for expressing needs are crucial. The SGD utilized speech synthesis technology to provide…

Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…

Parent training programs aimed at improving language outcomes for children with complex communication needs have predominantly been evaluated on child-centered outcomes and less often on the impact on social life or parental well-being. This study examined parent perceptions of social life before and after ComAlong, a group intervention providing…

This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with complex physical, cognitive, and sensory needs (CPCSN) who use auditory plus visual partner assisted scanning (PAS) to access a Pragmatic Organised Dynamic…

Key word signing, an unaided augmentative, and alternative communication (AAC) system is commonly used by children with Down syndrome who attend mainstream primary schools. To ensure the successful use of key word signing within a mainstream environment, a meaningful, contextually appropriate sign vocabulary must be available to all communication…

Autism is a disability characterized by impaired social interactions, limited verbal and nonverbal communication, and restricted and repetitive patterns of behavior. Children with autism may not make friends, spend more time alone than with others, and may not develop empathy or other forms of social reciprocity. This study explores the effect of…

Background: Many children with cerebral palsy learn to use technology to access their environments and communicate; however, minimal research informs practice. Methods: A descriptive qualitative study with purposive sampling recruited 10 therapists (occupational, speech, and physiotherapists) from one early intervention service. Data were…

There is a rapidly increasing range of augmentative and alternative communication (AAC) systems available for children who cannot communicate orally. Finding the best system for any one user is a challenge for the professionals and carers involved. As yet the use of portable, tablet forms of communication aid has been little researched, despite…

Background: The Picture Exchange Communication System (PECS) is a common treatment choice for non-verbal children with autism. However, little empirical evidence is available on the usefulness of PECS in treating social-communication impairments in autism. Aims: To test the effects of PECS on social-communicative skills in children with autism,…

This project investigated the communication of four children with autism spectrum disorders, who used a speech-generating device (SGD) in one or two selected activities in their home environment. The children were between five and seven years of age. The conversational topics introduced by the children and their parents were analyzed. The…

This paper tells of the social experiences of three four-year-old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to…