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Evaluating the Impact of AAC Interventions in Reducing Hospitalization-related Stress: Challenges and Possibilities (short summary)

 
The
 
Effect
 
of
AAC
 
in
Reducing
Stress
 
in
Hospital

Hospital visits and procedures can be distressing for children and their families and an inability to communicate feelings about this or to understand what is happening can increase stress.

Hospital staff often rely on parents of children with communication difficulties to act as interpreters and have little knowledge of augmentative and alternative communication (AAC) and communication disabilities.

This paper looks into some of the ways in which the effects of using AAC interventions in health care can be measured.

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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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Predicting progress in Picture Exchange Communication System (PECS) use by children with autism (summary)

Predicting
Progress
 
in
PECS

Background

The Picture Exchange Communication System (PECS) is a communication system designed mainly for use by non-verbal children with autism. It has generally been found to have positive outcomes in a range of areas, including social communication skills, decrease in challenging behaviour and possible increases in the use of spoken language. However there is limited information available to support professionals to make predictions about the amount of progress individuals might make using PECS.

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Predicting progress in Picture Exchange Communication System (PECS) use by children with autism (short summary)

Predicting
Progress
 
in
PECS

The Picture Exchange Communication System (PECS) is a communication system designed mainly for use by non-verbal children with autism. It has generally been found to have positive outcomes in a range of areas, including social communication skills, decrease in challenging behaviour and possible increases in the use of spoken language. However there is limited information available to support professionals to make predictions about the amount of progress individuals might make using PECS.

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Evaluation of language and communication skills in adult key word signing users with intellectual disability: Advantages of a narrative task (short summary)

Advantages
of
a
narrative
task

Narrative skills are those skills needed to tell stories or recount things that have happened. The ability to use narrative depends on a wide range of language, communication and cognitive skills. The use of narrative can be a way of gathering information about language content and form in a short period of time but in the main this type of task has not been used with adults with intellectual disability (ID), particularly those who use augmentative and alternative communication (AAC).

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Interpretation and Construction of Meaning of Bliss-words in Children (summary)

Meaning
of
Bliss-words
in
Children

Background

Blissymbolics is a concept-based graphic system developed as an augmentative and alternative communication (AAC) system in the 1970s. There are a wide range of Bliss-characters each representing a different meaning or concept, these can be sequenced and combined to create new Bliss-words.

Past studies have found that pictorial symbols are initially easier to interpret than Bliss-words, however, with teaching children were found to learn Bliss-words quite quickly.

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Interpretation and Construction of Meaning of Bliss-words in Children (short summary)

Meaning
of
Bliss-words
in
Children

During a brief teaching session a group of 43 typically developing children aged between 3 and 8 were asked to interpret 15 Bliss-characters and 12 Bliss-words made up of combinations of the chosen characters. After teaching, the participants again interpreted the meaning of the Bliss-words. The Bliss-characters and Bliss-words elicited linguistic strategies that were like those found in typical vocabulary development.

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Augmentative and alternative communication supports for adults with autism spectrum disorders (summary)

Non-electronic
AAC
 
and
people
with
autism

Background

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