Intellectual disability and communication

We consider the model of unreliable network links, where at each time unit a link might be either up or down. We consider two related problems. The first, establishing end to end communication between two given nodes, where the performance measure is the average number of times the chosen path was disconnected. The second, is to build a spanning tree rooted at a given source node, where the performance measure is the average number of nodes that are the disconnected from the source. For both problems we design competitive algorithms.

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“…Finding an off:line approximation such path is an NP-hard problem [10]. In a nutshell, one can reduce set packing to finding the best path.…”

Section: Our Resultsmentioning

confidence: 99%

Adapting to a reliable network path

Awerbuch

Mansour

2003

Proceedings of the Twenty-Second Annual Symposium on Principles of Distributed Computing

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“…However, about a third of the students with ID are unable to meet their daily communication needs through verbal language. These individuals are referred to as displaying complex communication needs (CCN; Short-Meyerson and Benson, 2014;Beukelman and Light, 2020) and exhibit widely varying communication skills (Short-Meyerson and Benson, 2014;Mims, 2020). Some individuals' communication can be described as pre-intentional.…”

Section: Open Access Edited Bymentioning

confidence: 99%

“…They produce behaviors that caregivers interpret as having meaning even if the person is expressing no intention (e.g., facial expressions, crying, vocalizations). Others communicate intentionally with conventional or non-conventional behaviors, either non-symbolically (e.g., holding out hands to ask for more, turning head to finish the task, pointing) or symbolically, using language or some type of symbol to communicate (e.g., photographs, pictograms, hand signs; Short-Meyerson and Benson, 2014;Mims, 2020). Students with ID and CCN who have developed intentional and symbolic communication are typically provided augmentative and alternative communication (AAC) systems (Mims, 2020).…”

Section: Open Access Edited Bymentioning

confidence: 99%

Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication

Linder,

Geyer,

Atzemian

et al. 2023

Front. Educ.

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IntroductionThis study is an examination of the effects of a series of adaptations made to a phonics-based reading intervention program for students with an intellectual disability (ID). The adaptations were designed to make the program more accessible to augmentative and alternative communication (AAC) users. They consisted of using a pointing-response modality to allow participants to give their answers as well as the use of internal speech, which involved performing certain tasks in one’s head because students with complex communication needs could not perform them aloud. Participants also completed reading and spelling activities on an iPad® application.MethodsA multiple-probe-across-participants design was used. Specifically, the adapted reading program’s effects were assessed on reading and spelling skills of three students with ID who were AAC users.ResultsThe outcomes indicate that all three participants improved their reading skills, and two participants also improved their spelling skills.DiscussionThe results and implications for future research are discussed.

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Intellectual disability and communication

Cited by 2 publications

References 0 publications

Adapting to a reliable network path

Adapting to a reliable network path

Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication

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