A Survey of Augmentative and Alternative Communication Service Provision in Hong Kong

Siu, Elaine K.-L.; Tam, Eric W.; Sin, Dorene; Ng, Cecilia; Lam, Emily Kai Yee; Chui, Mandy; Fong, Anita; Lam, Lorinda; Lam, Catherine Nguoi Chui

doi:10.3109/07434618.2010.521894

Cited by 25 publications

(22 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lack of functional communication is generally a life-long condition that severely impacts quality of life of subjects and their families, and is highly correlated with subsequent behavioral problems and high social and economic costs. Access to AAC interventions is still an unmet need in most countries: the few studies available [2], [4], [54]–[56] report from 22 to 60% of children not receiving any AAC intervention, depending on the years considered and on the geographical area. The main barriers identified are resource availability issues (lack of funding, limited access to AAC equipment, etc) and lack of training, and time available, of professionals.…”

Section: Discussionmentioning

confidence: 99%

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

Costantino

Bonati

2014

PLoS ONE

View full text Add to dashboard Cite

BackgroundAugmentative and Alternative Communication (AAC) is used for treating children with severe disorders of speech-language production and/or comprehension. Various strategies are used, but research and debate on their efficacy have remained limited to a specific area and have rarely reached the general medical community.ObjectiveTo systematically evaluate outcomes of AAC interventions in children with limited speech or language skills.MethodsSearches were conducted (up to December 2012) in the MEDLINE, EMBASE, PsycINFO, CINAHL, DARE, and Cochrane Library databases. Furthermore, relevant journals were searched by hand. References from identified studies were examined. Only RCTs were considered. Trial quality was assessed according to a standardized and validated set of criteria.ResultsFourteen of 1661 retrieved papers met inclusion criteria. A total of 666 children were included in the review and 7 papers involved only children <5 years old. Papers were of average quality and all but one had been published during the previous 10 years by one of 8 research groups, 5 of which from the United States. Seven studies directly addressed AAC use by children with different disabilities. Seven studies enrolled typically developing children: 5 evaluated the use of AAC technologies by children without disabilities in order to obtain results that could be used to improve interventions in peers with disabilities, and 2 evaluated peers’ attitudes towards children who used AAC. Both interventions and outcome measures varied widely between studies. Overall findings demonstrate the effectiveness of the AAC interventions considered, but the focus on RCTs alone appears too restrictive.ConclusionsSolid evidence of the positive effects of AAC interventions in children with severe communication disorders must be generated, and different methods are needed besides RCTs. Moreover, it is important that knowledge, research, and debate extend to the medical community in order to ensure clinically effective AAC provision for these children (and their parents).

show abstract

Section: Discussionmentioning

confidence: 99%

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

Costantino

Bonati

2014

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Children with increased cognitive abilities may use more complex voice output communication aids (VOCAs), enabling them to express their views, respond to others and participate in conversations (Beukelman & Mirenda, ). However, despite having a greater range of functions, these children still experience barriers to using their preferred AAC system, as communication partners may feel unsure and unskilled as to how they should respond (Baxter et al, ; Siu et al, ; Tam et al, ; Weiss et al, ).…”

Section: Using Aacmentioning

confidence: 99%

A survey of augmentative and alternative communication used in an inner city special school

Norburn¹,

Levin²,

Morgan³

et al. 2016

British J Special Edu

View full text Add to dashboard Cite

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.

show abstract

“…Laki 2002;Carmeli et al 2004;Carey et al 2005;Nelson Bryen et al 2007;Saloojee et al 2007;Barnard & Beyer 2009;Siu et al 2010;Holman 2012;Palmer et al 2012;Tanis et al 2012;Ault et al 2013;Codling 2013;Davis 2013;Haynes 2013;McShea et al 2014; …”

unclassified

Access to assistive technology for people with intellectual disabilities: a systematic review to identify barriers and facilitators

Boot

Owuor

Dinsmore

et al. 2018

J intellect Disabil Res

103

View full text Add to dashboard Cite

Background The World Health Organisation has launched a programme to promote Global Cooperation on Assistive Technology. Its aim is to increase access to high-quality affordable assistive products (AP) for everybody in need. People with intellectual disabilities (ID) are a specific group that could benefit from AP, but use less AP compared to their non-intellectual disabled peers. Method A systematic literature search was carried out to identify barriers and potential facilitators for access to AP for people with ID globally. The search strategy terms were 'Intellectual Disability' and 'Assistive Technology' with the following electronic literature databases PubMed, Embase, ASSIA, Web of Science, Medline, CINAHL complete, PsycInfo, Scopus and ERIC. The quality and relevance of the studies were assessed. Factors associated with access were identified thematically, categorised into barriers and facilitators and mapped into themes.

show abstract

A Survey of Augmentative and Alternative Communication Service Provision in Hong Kong

Cited by 25 publications

References 12 publications

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

A survey of augmentative and alternative communication used in an inner city special school

Access to assistive technology for people with intellectual disabilities: a systematic review to identify barriers and facilitators

Contact Info

Product

Resources

About