Aided language modelling, responsive communication and eye-gaze technology as communication intervention for adults with Rett syndrome: three experimental single case studies

Wandin, Helena; Lindberg, Per; Sonnander, Karin

doi:10.1080/17483107.2021.1967469

Cited by 14 publications

(17 citation statements)

References 49 publications

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“…An exploratory case format focusing on the communication partner’s use of responsive strategies in dyadic interactions with three adults diagnosed with Rett syndrome was applied. The data were collected in an intervention study presented elsewhere ( Wandin et al, 2021 ). During eight of 14 of the interactions, the communication partner used aided AAC modeling.…”

Section: Methodsmentioning

confidence: 99%

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A trained communication partner’s use of responsive strategies in aided communication with three adults with Rett syndrome: A case report

Wandin

Lindberg²,

Sonnander³

2022

Front. Psychol.

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PurposeTo explore and describe a trained communication partner’s use of responsive strategies in dyadic interaction with adults with Rett syndrome.IntroductionResponsive partner strategies facilitate social, communicative, and linguistic development. The common feature is that the communication partner responds contingently to the other’s focus of attention and interprets their acts as communicative. Research on responsive partner strategies that involves individuals with significant communication and motor disabilities remains sparse. The same applies to if, and how, the use of communication aids impacts on the partner’s use of responsive strategies.Materials and methodsA therapist, trained in responsive partner strategies and aided communication interacted during 14 sessions with each of three participants. The participants were adults with Rett syndrome. A gaze-controlled device and responsive strategies were used during all sessions. The Responsive Augmentative and Alternative Communication Style scale (RAACS) was used to assess the partner’s responsiveness. RAACS consists of 11 items including ratings of to what extent the partner is being attentive to, confirms, and expands the individual’s communication. During eight of the 14 sessions, aided AAC Modelling was also used, i.e., the communication partner pointed at symbols on the gaze-controlled device while interacting. In addition to RAACS, each time the communication partner confirmed or expanded on communication when (a) the participants used the gaze-controlled device and (b) the participants did not use the gaze-controlled device was counted. Descriptive statistics were used to present the results. Non-parametric tests were used to compare means between the two conditions and between participants.ResultsInter-rater agreement for the different RAACS items ranged from 0.73 to 0.96 and was thus found to be fair to excellent. The communication partner’s use of responsive strategies varied when communicating with different participants and the scores were higher when aided AAC modeling was used. The communication partner’s number of responses and use of responsive strategies were higher when the participants communicated through a gaze-controlled device.ConclusionThe communication partner’s use of responsive and scaffolding strategies is not a fixed construct but varies in interactions with different non-speaking persons. The same is true whether the non-speaking person uses a gaze-controlled device with digitized speech or not.

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Section: Methodsmentioning

confidence: 99%

“…The vocabulary consisted of core words, comments, feelings, actions, descriptions, and activity-specific pages. The interactions took place under two conditions that were the two first phases in an intervention study presented elsewhere ( Wandin et al, 2021 ):…”

Section: Methodsmentioning

confidence: 99%

A trained communication partner’s use of responsive strategies in aided communication with three adults with Rett syndrome: A case report

Wandin

Lindberg²,

Sonnander³

2022

Front. Psychol.

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“…Previous research has suggested various methods to improve communication for individuals with Rett syndrome. For instance, Wandin et al (2021) found that aided language modeling and interactive partner techniques increased vocabulary use. Koppenhaver et al (2001) found that hand splints, assistive tools, and parental instruction improved decoding of communication attempts.…”

Section: Rett Syndrome and Aacmentioning

confidence: 99%

“…Previous research has shown that individuals diagnosed with Rett syndrome employ a diverse range of modalities to fulfill their communication objectives, such as vocalizations, facial expressions, body movements, and eye contact (Vessoyan et al, 2018; Bhattacharya & Pradana, 2022). Within these communication methods, intentional use of eye gaze has been reported as the most frequently observed mode of communication (Wandin et al, 2021). Therefore, employing AAC strategies that extend beyond oral speech, particularly through AAC systems featuring innovative eye gaze technology, is a viable approach to unlocking the communicative capabilities of individuals with Rett syndrome (Wandin et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Language modeling using an augmentative and alternative communication device during virtual schooling: A single case study

Wei

Bhattacharya

2023

Child Language Teaching and Therapy

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Aided augmentative and alternative communication (AAC) modeling is an important approach to facilitating language learning for individuals with complex communication repertoires. This study examines the implementation of this approach during COVID-19 virtual schooling. Key implementation challenges are identified, along with implications for educational practice to facilitate language learning. We conducted a qualitative case study of a 5-year-old child with Rett syndrome, a rare neurological disorder, who used an eye-tracking AAC device. We collected and triangulated data using participant observation of three one-on-one story reading sessions involving the child, her caregiver, and her teacher during virtual schooling as well as a semi-structured interview with the teacher. The study identified key steps for successful language modeling during virtual sessions. These included: ensuring access to the device, promoting attention through gestural and verbal prompts, providing modeling of AAC symbols, confirming responses, providing feedback, using visual supports, a collaborative approach, and positive reinforcement. Our findings suggest these strategies can help facilitate effective language development for children using AAC devices in online schooling contexts. The virtual context presented significant barriers to the practice of aided AAC modeling. Active participation of caregivers and teacher–caregiver collaboration is essential for effective implementation of aided AAC modeling during such schooling.

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“…The findings indicated that the device provided substantial benefits to mediate communication within families. Further, Wandin, Lindberg, and Sonnander (2021) examined the efficacy of communication intervention in individuals with Rett syndrome and suggested that aided language modeling, responsive partner strategies, and the use of gaze-controlled devices could effectively increase expressive communication in individuals with Rett syndrome. While these studies have illuminated the complex, rich, and multimodal communication possibilities that exist within a significant disability context like Rett syndrome, deficit perspectives regarding communication challenges endure.…”

Section: Complex Communicationmentioning

confidence: 99%

Untitled

2022

E-JournALL

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EN This paper explores the strategies chosen by Australian learners of Italian when performing emailed apologies in Italian. Through a modified discourse completion task, 42 participants produced a total of 317 emails. This paper presents an adapted typology of these emailed apologies in Italian which, while drawing on previous literature, has been tailored to be more specific to and therefore more effective in the analysis of the data collected in this project. It was found that the apology act as performed by Australian learners of Italian consists of two principal components, the apology and the repair, the latter of which is optional but is usually included. In addition, supportive strategies can be included prior to or following either of these components to strengthen the illocutionary force of the apology act. The analysis also evidenced that while a broad speech act structure can be identified, the apology act is a complex phenomenon which can be performed with great variation.

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Aided language modelling, responsive communication and eye-gaze technology as communication intervention for adults with Rett syndrome: three experimental single case studies

Cited by 14 publications

References 49 publications

A trained communication partner’s use of responsive strategies in aided communication with three adults with Rett syndrome: A case report

A trained communication partner’s use of responsive strategies in aided communication with three adults with Rett syndrome: A case report

Language modeling using an augmentative and alternative communication device during virtual schooling: A single case study

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