Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities

Light, Janice; McNaughton, David

doi:10.1080/10400435.2011.648717

Cited by 176 publications

(124 citation statements)

References 28 publications

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“…Much less attention has been directed towards improving the design of AAC systems specifi cally (and the design of mainstream social media tools generally) to reduce operational demands, ease learning, and facilitate use. As Light and McNaughton (2012b) noted, " The lack of attention to the design of AAC technologies/apps is rather ironic since this component of intervention is one that substantially affects performance and it is also the one that is most easily amenable to change " (p. 36). Clearly, future research is required to investigate the basic visual, cognitive, linguistic and motor processing demands of AAC systems and to untangle the effects of specifi c system components in order to optimize the designs of AAC systems and social media tools, and thus support operational competence for individuals with a wide range of disabilities.…”

Section: Implications Of Changes In Aac Systems For Communicativementioning

confidence: 99%

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

Light

McNaughton

2014

Augmentative and Alternative Communication

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321

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In 1989, Light defi ned communicative competence for individuals with complex communication needs who require augmentative and alternative communication (AAC) as a dynamic interpersonal construct based on functionality of communication; adequacy of communication; and suffi ciency of knowledge, judgment, and skills. Specifi cally, Light argued that, in order to demonstrate communicative competence, individuals who required AAC had to develop and integrate knowledge, judgment, and skills in four interrelated domains: linguistic, operational, social, and strategic. In 2003, Light expanded this defi nition and argued that the attainment of communicative competence is infl uenced by not just linguistic, operational, social, and strategic competencies but also a variety of psychosocial factors (e.g., motivation, attitude, confi dence, resilience) as well as barriers and supports in the environment. In the 25 years since this defi nition of communicative competence for individuals who use AAC was originally proposed, there have been signifi cant changes in the AAC fi eld. In this paper, we review the preliminary defi nition of communicative competence, consider the changes in the fi eld, and then revisit the proposed defi nition to determine if it is still relevant and valid for this new era of communication.

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Section: Implications Of Changes In Aac Systems For Communicativementioning

confidence: 99%

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

Light

McNaughton

2014

Augmentative and Alternative Communication

Self Cite

321

229

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“…When collaborative teams provide supportive communication opportunities for students, it is possible to consider that "The ultimate measure of the success of AAC intervention is the degree to which it improves access and participation in valued activities and experiences of everyday life" (p. 204). 1 …”

Section: Implications For Practicementioning

confidence: 99%

National survey describing and quantifying students with communication needs

Andzik

Schaefer

Nichols

et al. 2017

Developmental Neurorehabilitation

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“…Although AAC does comply with these variables, it may be used as an effective tool towards communication improvement for different populations, including subjects with DS. Studies specifically regarding DS are little frequent and mostly report the participation of small groups or case studies 20,22,23,29 . In general, this population is included in studies about conditions that have intellectual deficits as a major feature and intervention results, either using communication boards or single symbols that substitute certain grammatical elements.…”

Section: Resultsmentioning

confidence: 99%

“…Because its use is multimodal and respects the communicative abilities presented by the individuals, AAC may be indicated regardless of the manifestations that lead to language deficits. However, establishing the cognitive and linguistic development period of an individual with expression difficulties is a pre-requisite for its use, due to many systems and symbols that may be used according to age and cognitive performance 21,23 .…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

“…Studies [19][20][21][22][23] have shown that the presence of language difficulties and cognitive deficits is a relevant condition to indicate the use of systems and symbols from Augmentative and Alternative Communication (AAC) for this population, which includes, temporarily or permanently, individuals with DS. In other words, depending on the individual's profile of communication difficulties, the use of AAC could be a tool for language support or an alternative resource for language expression.…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

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O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Clinical Trials registration number: NCT 00952354Conflict of interest: non existent typical development (TD), and literature indicates a relationship between lexicon and grammar. It is reported greater difficulties in functional words, such as articles, pronouns, prepositions and conjunctions, which have greater grammatical load, than in words with semantic content, such as nouns, verbs, and adjectives. In addition, these children have difficulties combining words and dealing with morphosyntactic rules, which have implications in phrasal structure [1][2][3][4][5][6][7][8][9] .The use of Mean Length Utterance -MLU 10 as a measure of language development in children with DS corroborates these difficulties, and indicates frequent omission of grammatical morphemes, particularly of functional words, resulting in ABSTRACT Purpose: to present and to discuss the use of augmentative and alternative communication as a therapeutic tool with the morphosyntax with adolescents with Down syndrome. Methods: this pilot study monitored during 12 months four adolescents chronologically aged between 13 and 15 years and mentally aged between 5 and 6 years. It were analyzed the initial and the final assessments, situations of free interaction between the participant and the caregiver videotaped during 30 minutes. The speech samples were analyzed as MLU values considering morphemes and words, comparing both the two situations. All of the participants were submitted to the same procedures during the therapeutic interventions. Picture Communication Symbols (PCS) has been used and the symbols were organized according to a simple syntactic structure (substantive + verb + complement) with a gradual extension, and the elements were rated at the following order: articles, prepositions, pronouns (personals, possessives and demonstratives), and conjunctions. Each therapeutic session was recorded in specific protocol. It was used the Wilcoxon test and the p value considered was 5%. Results: spites there were no statistical significant differences, increase in number of morphemes and words used between the both assessments was observed. This improve was represented by the worked elements, including prepositions and conjunctions beyond substantives and verbs. For personal pronouns there was tendency to significance (p=0,068). Conclusion: the communication system showed to be a therapeutic tool to improve the use of syntactic elements in statement structures, as articles, prepositions and conjunctions, which use for individuals with Down syndrome are difficult.

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Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities

Cited by 176 publications

References 28 publications

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

National survey describing and quantifying students with communication needs

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

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