The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature

Rispoli, Mandy; Franco, Jessica H.; Meer, Larah van der; Lang, Russell; Camargo, Síglia Pimentel Höher

doi:10.3109/17518421003636794

Cited by 104 publications

(59 citation statements)

References 49 publications

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“…Bierman (2004 stated that children who use appropriate pragmatic communication skills usually have successful social interactions with peers, family, and teachers. However, communication problems, including pragmatic problems, are common in individuals with developmental disabilities (DD) (Rispoli, Franco, Meer, Lang, & Camargo, 2010), as reported in studies that investigated the development and use of pragmatic language skills in individuals with DD. The pragmatic problems reported in individuals with DD include problems taking turns in conversation, failure to adapt a message to the needs of a listener, failure to respond to verbal cues from others, overuse of stereotyped phrases, difficulty in understanding sarcasm, jokes and metaphors, and failure to continue revising utterances when conversational trouble is protracted (Green, Johnson, & Bretherton, 2013).…”

Section: Introductionmentioning

confidence: 99%

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

Ersoy¹

2014

EJER

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Problem Statement: Turkey's passive and task-oriented approach to citizenship education, which has endured since the Ottoman Empire period, has begun to change into more active and democratic citizenship education since Turkey joined the European Union. Identifying the practical problems as well as describing the challenges when practicing the Social Studies curriculum will contribute to citizenship education and its development, both in Turkey and in similar countries. Purpose of Study:The purpose of the present study is to explore the active and democratic citizenship education procedures in Social Studies course in Turkey and to determine the challenges encountered in active citizenship education. Methodology:The study was conducted using a holistic, multiple-case study design. Data were collected through interviews, classroom observations and documents. In this study, extreme or deviant case sampling was used. The study was conducted in two schools: a state school with a low socioeconomic background and a private school with high socioeconomic background. A total of six volunteer teachers and 30 students from both of the schools participated in the study. Findings:The study found that the citizenship perceptions, political views and educational backgrounds of the teachers had an effect on the citizenship education in their lessons. Furthermore, the age, maturity level, gender and social environment of the students had an effect on implementing citizenship education. Also, the test-centered educational system, traditional school organizations and culture, and the relevant legislations and regulations limited the ability of teachers to handle

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Section: Introductionmentioning

confidence: 99%

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

Ersoy¹

2014

EJER

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“…Twenty-fi ve years ago, the fi eld was focused on demonstrating what was possible with access to appropriate AAC interventions (Mirenda, 2014). Now that the possible has been established, the challenge will be to ensure that it becomes the probable and that every individual with complex communication needs has access to effective evidence-based AAC intervention to maximize participation and communication (Beukelman et al, 2007;Rispoli, Franco, van der Meer, Lang, & Camargo, 2010). There remain far too many individuals with complex communication needs who do not receive the effective, culturally competent, evidence-based AAC services that they require to realize communicative competence and achieve their full potential (Baxter, Enderby, Evans, & Judge, 2012;Hodge, 2007).…”

Section: Future Challengesmentioning

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

302

198

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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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“…An SGD is a portable electronic device that produces a pre-recorded or digitized verbal message [6]. An individual can use an SGD to request, to label or comment, to ask questions, or to answer questions [26,27]. Traditionally, SGD have been self-contained, electronic devices whose sole purpose was to produce verbal speech output.…”

Section: Literature Review and Statement Of The Problemmentioning

confidence: 99%

Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD

Ganz

Rispoli

Mason

et al. 2013

Developmental Neurorehabilitation

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184-192. doi: 10.3109/17518423.2012.748097 Running Head: AGGREGATE STUDY ON AAC AbstractObjective: The purpose of this meta-analysis was to evaluate the potential moderating effects of intervention setting and type of aided AAC on outcome variables for students with autism spectrum disorders.Methods: Improvement Rate Difference, an effect size measure, was used to calculate aggregate effects across 35 single case research studies.

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The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature

Abstract: This literature base is considered promising due to the large number of conclusive studies and the replication of intervention approaches.

Cited by 104 publications

References 49 publications

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

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

Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD

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