A Review of Intervention Studies on Teaching AAC to Individuals who are Deaf and Blind

Sigafoos, Jeff; Didden, Robert; Schlosser, Ralf W.; Green, Vanessa A.; O’Reilly, Mark F.; Lancioni, Giulio E.

doi:10.1007/s10882-007-9081-5

Cited by 28 publications

(28 citation statements)

References 23 publications

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“…Both authors independently read and analyzed each identified study using a 3-step process described by Sigafoos et al (2008). First, they determined whether a study met all of the inclusion criteria described above.…”

Section: Data Extractionmentioning

confidence: 99%

The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

Branson

Demchak

2009

Augmentative and Alternative Communication

116

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This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.

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Section: Data Extractionmentioning

confidence: 99%

The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

Branson

Demchak

2009

Augmentative and Alternative Communication

116

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“…Conversely, people with congenital deafblindness are either deafblind at birth or become deafblind at a very early age before they develop language [118]. Due to a lack of auditory and visual sensory input people with congenital deafblindness also develop mental and behavioral disabilities [118,425,458]. People with congenital deafblindness often require round-the-clock personalized care and help in their daily lives [116,118,425,460], and, due to the combination of physical and mental disabilities, have severe problems in communicating with other people [116,229].…”

Section: Tasst 3: a Helping Handmentioning

confidence: 99%

“…Communication with people with congenital deafblindness can be extremely challenging and often requires long-term training of both the client and the caregiver [458]. For this reason, workshops were organized for caregivers who worked with clients with congenital deafblindness on a daily basis, as well as for behavior experts.…”

Section: Workhops: Tasst and Deafblindnessmentioning

confidence: 99%

Extending the reach of social touch through haptic technology

Huisman¹

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“…More recent research has further documented the effectiveness of various procedures for teaching initial functional communication repertoires to individuals with severe disabilities including autism (e.g., Duffy & Healy, 2011; Kasari et al, 2014; Olsson & Granlund, 2002; Reichle, Cooley Hidecker, Brady, & Terry, 2003; Sigafoos et al, 2008; van der Meer et al, 2014). While the approaches taken by these research studies reflect different philosophies and teaching strategies, they all emphasize an important aspect of communication intervention-establishing a repertoire of communication responses.…”

Section: Intervention Guidancementioning

confidence: 99%

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

Brady

Bruce

Goldman

et al. 2016

American Journal on Intellectual and Developmental Disabilities

170

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The National Joint Committee for the Communication Needs of People with Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

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A Review of Intervention Studies on Teaching AAC to Individuals who are Deaf and Blind

Cited by 28 publications

References 23 publications

The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

Extending the reach of social touch through haptic technology

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

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