The ability to narrate a story is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. In this study, the narrative discourse abilities of four children who use AAC are described in the context of five tasks designed to elicit a spectrum of…

Research-based information is used to support the idea of the use of adaptations and accommodations for early childhood students who have varying disabilities. Multiple adaptations and accommodations are outlined. A step-by-step plan is provided on how to make specific adaptations and accommodations to fit the specific needs of early childhood…

PURPOSE: The purpose of the investigation was to gather demographic information pertaining to preschoolers who require augmentative and alternative communication (AAC). METHOD: To obtain this information, a survey was developed and then distributed to preschool speech-language pathologists (SLPs) in Pennsylvania. RESULTS: Results indicated that…

Purpose: To provide descriptive and qualitative information about communication in young children with fragile X syndrome (FXS) and about how families react to and accommodate communication differences in their children. Method: In-depth interviews were conducted with 55 mothers of young children with FXS. Interviewers asked mothers to describe…

Communication is accomplished in many ways--through gestures, body language, writing, and speaking. Most people communicate verbally, without giving much thought to the process, but others may struggle to effectively communicate with others. The ability to express oneself affects behavior, learning, and sociability. When children are unable to…

This paper examines the use of facilitated communication (FC) with individuals having communication disorders, in the context of the research on literacy development and augmentative and alternative communication (AAC) methodologies. (Author/DB)

In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback…

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate…

This article presents a novel AAC communication aid based on semantic rather than syntactic schema, leading to more natural message construction. Users interact with a two-dimensional spatially organized image schema, which depicts the semantic structure and contents of the message. An overview of the interface design is presented followed by…

This article summarizes research regarding the delivery of augmentative and alternative communication (AAC) supports to students with autism. Focus is on: (1) what AAC modality is preferable to use (manual signs or graphic symbols); and (2) what is known about the use of voice output communication aids with people with autism. (Author/DB)

Forty 3-year-olds learned either 12 standard Blissymbols (SBS) or their enhanced forms (EBS). Results demonstrated that the subjects learned EBS faster than SBS, remembered more EBS than SBS, did not differ in the communicative use of SBS and EBS, and were affected more negatively when presented with the untrained SBS than EBS. (Author/JDD)

This study examined the use of dual communication boards for teaching appropriate communication responses to three deaf-blind high school students. Students were able to use the boards with 100% accuracy in three communication routines in both school and community environments. (Author/DB)

This response to Green and Shane (EC 609 759) and Biklen and Duchan (EC 609 760), which presented opposing views of facilitated communication (FC) with people having severe disabilities, is by an author who is herself autistic. It concludes that both the critics and proponents of FC are wrong because of testing problems associated with self-other…

Visual-language and augmentative-communication systems for individuals with pervasive developmental disorders and autism are presented as both legitimate languages and as effective strategies. Methods for choosing target environments, generating appropriate vocabulary, creating interactive language boards, and implementing them with appropriate…

This introductory article to a special issue on the use of augmentative and alternative communication (AAC) for persons with autism briefly reviews the history of AAC with this population, summarizes issues identified in the following articles, and notes questions that remain unanswered. (Contains references.) (DB)