Recommended Communication-Based Interventions for Individuals With Severe Intellectual Disabilities

Ogletree, Billy T.; Bruce, Susan; Finch, Amy; Fahey, Ronald; McLean, Lee

doi:10.1177/1525740109348791

Cited by 18 publications

(14 citation statements)

References 27 publications

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“…Drugu grupu osoba sa teškom i dubokom IO čine one koje su dostigle intencionalni, ali nesimbolički stadijum komunikacionog razvoja. Pojava namere, to jest intencionalnog komunikacionog čina, jeste glavno obeležje tog stadijuma (Ogletree et al, 2011). Intencionalni komunikacioni čin predstavlja produkciju bilo kog motoričkog i/ili vokalnog akta sa namerom da se privuče pažnja ili izazove akcija druge osobe (McLean et al, 1999).…”

Section: Intencionalni Stadijum Komunikacijeunclassified

“…Na ovom stadijumu one najčešće koriste gestove i/ili vokalizaciju za ostvarivanje regulatorne funkcije, odnosno uticaja na okruženje, npr. traženjem ili odbijanjem željenih predmeta i/ili aktivnosti (Ogletree et al, 2011). U slučaju višestruke ometenosti, koja uključuje senzorna i/ili motorička oštećenja, signali intencije mogu biti sasvim individualni i nekonvencionalni (Iacono et al, 1998).…”

Section: Intencionalni Stadijum Komunikacijeunclassified

“…Iako ne koriste simbole za izražavanje potreba, neke osobe mogu razumeti simboličku komunikaciju drugih (npr. nekoliko istaknutih reči), pri čemu je razumevanje simbola ograničeno kontekstom u kome se komunikacija odvija (Ogletree et al, 2011).…”

Section: Intencionalni Stadijum Komunikacijeunclassified

See 2 more Smart Citations

Characteristics of communication in people with severe and profound intellectual disability

Banković¹,

Arsenić²,

Brojčin³

2015

Spec eduk i rehabilitacija

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Persons with severe and profound intellectual disability (ID) have a wide range of difficulties. A number of difficulties, along with a delay in speech and language development, can greatly interfere with successful communication with others. For these individuals, the presence of potential communication partners does not always guarantee successful initiation and maintenance of communication. Therefore, factors that limit or enhance successful communication with others probably lie in characteristics of individuals with ID, but also in their environment. The goal of this article is to provide an insight into specific characteristics of communication in individuals with severe and profound ID. In relation to specific features of communication, we can notice that persons with severe and profound ID represent a heterogeneous population. While some reach the stage of symbolic communication, others remain at intentional (preverbal and non symbolic) or pre-intentional stage of communication, even in adulthood. It is necessary to provide natural interactive context with respect to different modalities of communication exchange so that they can functionally use their communication skills in everyday situations.

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Section: Intencionalni Stadijum Komunikacijeunclassified

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Characteristics of communication in people with severe and profound intellectual disability

Banković¹,

Arsenić²,

Brojčin³

2015

Spec eduk i rehabilitacija

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“…For children with severe speech impairments, augmentative and alternative communication (AAC) can substantially improve communication (Cress & Marvin, 2003; Ogletree, Bruce, Finch, Fahey, & McLean, 2011; Reichle, 2010; Romski et al, 2010; van der Meer, Sutherland, O’ Reilly, Lancioni, & Sigafoos, 2012). AAC interventions include non-aided approaches such as sign language or other symbolic gesturing, and aided approaches such as the Picture Exchange Communication System (PECS; Bondy & Frost, 1994) and speech-generating devices (SGDs).…”

mentioning

confidence: 99%

Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

Barker¹,

Akaba²,

Brady³

et al. 2013

Augmentative and Alternative Communication

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Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities). We developed two surveys (a) to describe children’s use of AAC in preschool classrooms, as well as the use of prompts and question asking, and augmented input by their communication partners; and (b) to describe teachers’ experience, training, and perceived support in providing AAC. We then examined the relationship between children’s experience of AAC, including the use of prompts, question asking, and augmented input by their partners, and the growth of receptive and expressive language for 71 children with developmental disabilities over a two-year period. The use of AAC by peers to provide augmented input was associated with stronger language growth; the use of prompting and question asking by teachers was associated with weaker language growth. Teachers reported that they received little training regarding ways to support a child’s use of AAC. Results suggest the need for further research on promoting AAC use at the preschool level, including research to promote peer interactions for AAC users.

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“…This is particularly apparent in the area of communication where expressive functioning can range from the absence of intentional behaviors, to the use of emergent intentional nonsymbolic signals such as gestures and vocalalizations, to the use of symbols including some productive speech (Ogletree et al 2011). This group's expressive abilities also can include unconventional behaviors, including, among others, slapping, hitting, and head banging (Sigafoos 2000).…”

mentioning

confidence: 99%

Nonstandardized Evaluation of Emergent Communication in Individuals with Severe Intellectual Disabilities: Exploring Existing Options and Proposing Innovations

Ogletree

Price

2017

Adv Neurodev Disord

Self Cite

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Procedures to evaluate the communication of individuals with severe intellectual disabilities have grown to include myriad nonstandardized tests and procedures. This article examines the utility of existing nonstandardized assessment methods for generating representative and reliable findings for individuals with severe disabilities limited to nonsymbolic or emergent symbolic communicative abilities. Specifically, the use of informants, observations, and structured sampling are explored as to their strengths and limitations as assessment tools. Strategies for improving these methods are provided including preassessment planning, efforts to minimize observer subjectivity, and informant/observer training. Potential new directions for nonstandardized communication evaluation with this special population including applications of eye gaze and digital recording technology are also proposed.

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Recommended Communication-Based Interventions for Individuals With Severe Intellectual Disabilities

Cited by 18 publications

References 27 publications

Characteristics of communication in people with severe and profound intellectual disability

Characteristics of communication in people with severe and profound intellectual disability

Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

Nonstandardized Evaluation of Emergent Communication in Individuals with Severe Intellectual Disabilities: Exploring Existing Options and Proposing Innovations

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