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Bridging the gap from values to actions: a family systems framework for family-centered AAC services (summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

Background

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Family structures are increasingly diverse and studies have found that AAC intervention practices often lack family-centredness often being more professionally centred.

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Bridging the gap from values to actions: a family systems framework for family-centered AAC services (short summary)

Bridging
 
the
gap
 
from
values
 
to
actions:
 
a
family
 
systems
framework
 
for
 
family-centered
AAC
 
services

The importance of family-centred interventions that recognise and acknowledge the differences between families and the roles all family members have to play in the success of input for people with additional needs have been increasingly recognised as important in the delivery of augmentative and alternative communication (AAC) services.

Professionals often intend to offer family-centred AAC services but face various and numerous challenges in delivering them.

iPads, Mobile Technologies, and Communication Applications: A Survey of Family Wants, Needs, and Preferences (summary)

Technology
 
and
families
of
people
who
use
AAC

Background

The rapid development of iPads and other mobile technology in recent years is affecting both the study and practice of augmentative and alternative communication (AAC) and impacting on service delivery, the work of speech and language therapists (SLTs) and families of people who use AAC.

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iPads, Mobile Technologies, and Communication Applications: A Survey of Family Wants, Needs, and Preferences (short summary)

Technology
 
and
families
of
people
who
use
AAC

As the availability of mobile technology and apps increases, and the cost reduces, the researchers used an online survey to investigate what the families of children who use augmentative and alternative communication (AAC) wanted from technology and the support services around this.

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The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice (summary)

Words
used
by
pupils
who
can
talk

Background

The selection of appropriate vocabulary for AAC systems can be challenging for professionals working with people who use AAC (PWUAAC). Typically they rely on a range of sources to help select vocabulary, one of these is core vocabulary lists, which are generated from research into the frequency of words used by typically developing individuals of similar age to the AAC user.

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The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice (short summary)

Words
used
by
pupils
who
can
talk

Researchers investigated the vocabulary used by typically developing children aged 7 to 14 years in school lessons and activities. The participants included native English speakers and children who spoke English as a second language (ESL).

They found that a small core vocabulary of 100 to 200 words accounted for 75-85% of the vocabulary used for both native English and ESL speakers with great overlap in the most commonly used words in both groups.

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