Augmentative and Alternative Communication
Greetings. The following materials are intended to provide an introduction to augmentative and alternative communication. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Communication Aids Publications on Augmentative and Alternative Communication
Assistive Technology for Students with Mild Disabilities. ERIC Digest
Including Assistive Technology in the Standard Curriculum. ERIC Digest
Adaptive Technology Resource Center
Source for Information on Assistive Technology
Augmentative Communication On-Line Users Group
Washington Assistive Technology Alliance
National Center to Improve Practice in Special Education Through Technology, Media and Materials
Citations from the ERIC Database
AN: EJ609662
AU: Grove,-Nicola; Dockrell,-Julie
TI: Multisign Combinations by Children with Intellectual Impairments: An Analysis of Language Skills.
PY: 2000
SO: Journal-of-Speech,-Language,-and-Hearing-Research; v43 n2 p309-23 Apr 2000
DE: *Classroom-Communication; *Language-Acquisition; *Manual-Communication; *Severe-Mental-Retardation; *Sign-Language
DE: Communication-Skills; Linguistics-; Secondary-Education
AB: Two studies explored linguistic development in sign and speech of 10 youth (ages 12-16) with severe intellectual impairments who used manual signs (Makaton vocabulary) for communication. Analysis of semantic relations, lexical development, and word order suggested the children's language had not developed beyond mean length of utterance stage 1. Results are discussed in relation to language input by teachers. (Contains references.) (Author/DB)
AN: EJ608110
AU: Parette,-Howard-P., jr.; Brotherson,-Mary-Jane; Huer,-Mary-Blake
TI: Giving Families a Voice in Augmentative and Alternative Communication Decision-Making.
PY: 2000
SO: Education-and-Training-in-Mental-Retardation-and-Developmental-Disabilities; v35 n2 p177-90 Jun 2000
DE: *Augmentative-and-Alternative-Communication; *Cultural-Influences; *Disabilities-; *Family-Involvement; *Parent-Attitudes
DE: Elementary-Secondary-Education; Ethnicity-; Parent-Participation; Parent-Teacher-Cooperation
AB: A study involving 58 parents of children with disabilities investigated how professionals could help families learn how to use augmentative and alternative communication (AAC) devices. Sensitivity toward child specific issues of ethnicity and disability, and parental involvement in parent-professional partnerships were stressed. (Contains extensive references.) (Author/CR)
AN: EJ608079
AU: DiCarlo,-Cynthia; Banajee,-Meher; Stricklin,-Sarintha-Buras
TI: Embedding Augmentative Communication within Early Childhood Classrooms.
PY: 2000
SO: Young-Exceptional-Children; v3 n3 p18-26 Spr 2000
DE: *Augmentative-and-Alternative-Communication; *Classroom-Techniques; *Communication-Disorders; *Early-Childhood-Education; *Nonverbal-Communication
DE: Class-Activities; Inclusive-Schools; Sign-Language; Social-Integration
AB: This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4) self-care routines. (Contains references.) (DB)
AN: EJ604996
AU: Lang,-Harry-G.; Stokoe,-William
TI: A Treatise on Signed and Spoken Language in Early 19th Century Deaf Education in America.
PY: 2000
SO: Journal-of-Deaf-Studies-and-Deaf-Education; v5 n2 p196-16 Spr 2000
DE: *Deafness-; *Educational-History; *Teaching-Methods; *Total-Communication
DE: Adventitious-Impairments; Biographies-; College-Presidents; English-Second-Language; Sign-Language
AB: This article introduces a reprint of an 1835 article by Frederick Augustus Porter Barnard entitled, "Existing State of the Art of Instructing the Deaf and Dumb". It reviews Barnard's background and achievements (including 25 years as the president of Columbia College), his familial progressive deafness, and his advanced views on communication methods (he urged use of both sign language and English). (Contains references.) (DB)
AN: EJ604895
AU: Willis,-Lori-H.; Koul,-Rajinder-K.; Paschall,-D.-Dwayne
TI: Discourse Comprehension of Synthetic Speech by Individuals with Mental Retardation.
PY: 2000
SO: Education-and-Training-in-Mental-Retardation-and-Developmental-Disabilities; v35 n1 p106-14 Mar 2000
DE: *Augmentative-and-Alternative-Communication; *Communication-Aids-for-Disabled; *Listening-Comprehension; *Mental-Retardation; *Speech-Synthesizers
DE: Adults-; Speech-Communication
AB: A study evaluated the performance of 12 individuals with mental retardation on a post-perceptual discourse comprehension task. Three text-to-speech systems (DECTalk, MacinTalk, and Real Voice) were used to present stimulus passages. The DECTalk synthetic voice showed a non-significant trend toward superior accuracy scores on the comprehension tasks. (Contains references.) (Author/CR)
AN: ED439541
AU: Parette,-Howard-P.; VanBiervliet,-Alan
TI: Culture, Families, and Augmentative and Alternative Communication (AAC) Impact: A Multimedia Instructional Program for Related Services Personnel and Family Members. Executive Summary and Final Report.
CS: Southeast Missouri State Univ., Cape Girardeau.
PY: 2000
AV: For full text: http://cstl.semo.edu/parette/homepage/research.htm.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439541
DE: *Assistive-Devices-for-Disabled; *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Cultural-Differences; *Evaluation-Criteria; *Severe-Disabilities
DE: Audiovisual-Instruction; Children-; Computer-Assisted-Instruction; Cultural-Awareness; Decision-Making; Diversity-Student; Elementary-Secondary-Education; Family-Role; Focus-Groups; Multimedia-Instruction; Selection-; Staff-Role
AB: This report details the outcomes of a project designed to develop decision-making strategies and materials related to the prescription of augmentative and alternative communication (AAC) devices for children with disabilities. The project resulted in the development of the first interactive, bilingual CD-ROM designed to be used by related services personnel, vendors, and family members from diverse cultures to develop competencies that assist in effective AAC decision-making. Instructional materials were developed to provide information and multimedia vignettes designed to sensitize related services personnel to child, AAC device, family/social, cultural, and system issues prior to the selection and use of AAC devices, provide structured procedures and checklists to use during the planning, implementation, and evaluation of AAC devices. Multimedia vignettes also provide simulated practice in the use of the procedures. These interactive materials will enable service providers to make the most appropriate decision about the prescription of AAC devices while balancing child, AAC device, family, cultural, and system resource considerations. The report includes a description of the different phases of the project, findings from family and professional focus groups that led to the development of the interactive materials, and information on project dissemination. (Contains over 150 references.) (Author/CR)
AN: ED438572
AU: Soule,-Kari-P.; Shih,-Joy-Christina
TI: Alternative Approaches to Teaching Communication between Disabled and Ablebodied Persons.
PY: 1999
NT: Paper presented at the Annual Meeting of the National Communication Association (85th, Chicago, Illinois, November 4-7, 1999).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED438572
DE: *Augmentative-and-Alternative-Communication; *Interpersonal-Communication; *Introductory-Courses; *Student-Projects; *Units-of-Study
DE: Comparative-Analysis; Course-Evaluation; Educational-Objectives; Higher-Education; Instructional-Effectiveness
AB: This paper reports on how two instructors implemented a unit in their introductory communications courses at a midsized Midwestern university about communication between disabled and ablebodied persons. The goals of the instructors are delineated in the paper, and the effectiveness of the unit is evaluated on several dimensions. The course material is analyzed as to what would or would not be effective when integrating this unit into future communications courses at other universities. According to the paper, both of the graduate-student instructors created this unit as a project for an upper-level communication course, Community Integration of Labeled People. In the paper, the two instructors compare their approaches to, and styles of, teaching this topic. Appendixes contain reaction questions for film clips, information for overheads, and discussion questions for an article. (Contains 23 references.) (NKA)
AN: ED441313
AU: King-DeBaun,-Pati
TI: Using Stories To Promote Beginning Communication/Language and Emergent Literacy Learning.
PY: 1999
NT: Paper presented at the Annual Southeast Augmentative Communication Conference (20th, Birmingham, AL, October 1-2, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED441313
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Communication-Skills; *Mental-Retardation; *Story-Reading; *Story-Telling
DE: Elementary-Secondary-Education; Emergent-Literacy; Inclusive-Schools; Language-Acquisition; Literacy-; Reading-Aloud-to-Others; Severe-Disabilities
AB: This paper discusses how to use stories to promote beginning communication and language in students with severe communication and/or cognitive impairments. It describes a layering approach for building emergent literacy and augmentative and alternative communication skills. This layering approach is used with professional staff to introduce strategies or layers of facilitation techniques including technology in a gradual manner. The approach is designed to allow consultants to address the needs of a broad range of students, reinforce layers that alreadyexist within a particular classroom or program, and/or compliment or move the facilitator to the next level or layer of implementation techniques. The paper begins by providing general philosophies on using stories to support language and literacy development and then describes the following layers for implementing aided-language stimulation techniques: (1) supported story retelling; (2) supported story readings; (3) supported story retelling; (4) independent story readings; (5) supported story construction; and (6) skill development, including word matching, phrase matching, phonemic awareness, and recognizing punctuation. Strategies for using books for learning in inclusive settings are also addressed. (Contains 11 references.) (CR)
AN: ED441300
AU: Hill,-Katya; Romich,-Barry
TI: AAC Language Activity Monitoring: Entering the New Millennium.
PY: 1999
NT: Paper presented at the Annual Southeast Augmentative Communication Conference (20th, Birmingham, Alabama, October 1-2, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED441300
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Disabilities-; *Evaluation-Methods; *Language-Acquisition; *Language-Skills
DE: Adults-; Children-; Vocabulary-Development
AB: This report describes how augmentative and alternative communication (AAC) automated language activity monitoring can provide clinicians with the tools they need to collect and analyze language samples from the natural environment of children with disabilities for clinical intervention and outcomes measurements. The Language Activity Monitor (LAM) is described as a recording device that can be attached and connected to any AAC system with an RS-232c serial data output. The LAM records each output (one or more letters, words, phrases, sentences, etc.) from the AAC system and attaches a time stamp. The report discusses how the LAM function has been implemented in a new AAC device and as an add-on module for existing devices, and how the recorded data can periodically be uploaded into a computer for editing and analysis. The processing of raw LAM data and analyzing LAM data are addressed. The ways in which LAM tools support the analysis of augmented communicator's production of linguistic structures, vocabulary diversity, and communication rate are emphasized. (Contains 13 references.) (CR)
AN: ED443240
AU: Boose,-Martha-A.; Stinnett,-Tessa
TI: Indirect Language Stimulation (ILS): AAC Techniques To Promote Communication Competence.
PY: 1999
NT: Paper presented at the Annual Southeast Augmentative Communication Conference (20th, Birmingham, AL Oct. 1-2, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443240
DE: *Assistive-Devices-for-Disabled; *Augmentative-and-Alternative-Communication; *Cerebral-Palsy; *Communication-Disorders; *Interpersonal-Communication; *Interpersonal-Competence
DE: Communication-Skills; Computer-Software; Computers-; Language-Acquisition; Primary-Education; Young-Children
AB: This report discusses the outcomes of a study that used indirect language stimulation techniques and modeling to encourage language development in a 5-year-old child with cerebral palsy. Initially, the student's communication system had very severe limitations. He used fewer than 10 spoken words which were unintelligible to most listeners. Both low-tech and high-tech devices were employed during a 12-week period. Materials included communication boards printed in black and white with BoardMaker software. The symbols were grouped according to parts of speech and the backgrounds were color-coded to assist visual identification. The boards were clipped to Plexiglas clamped at a 90-degree orientation to his laptray and were accessed with a LiteMaker pointer fastened to a headband. A Macintosh computer with Speaking Dynamically Pro software was also used, with a switch interface. The clinician developed intervention activities, scripts, and graphically labeled communication boards and computer pages, which facilitated the indirect language stimulation techniques. Results from the intervention indicate communication competence improvement in the areas of syntax, semantic relations, length of conversational exchange, and AAC system use to support opinions and options, thereby decreasing distracting and unpleasant behaviors. (Contains 37 references.) (CR)
AN: ED444308
AU: Romich,-Barry
TI: Language Representation Method Issues in AAC: All Are Not Equal.
PY: 1999
NT: Paper presented at the Annual Southeast Augmentative Communication Conference (20th, Birmingham, Alabama, October 1-2, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444308
DE: *Augmentative-and-Alternative-Communication; *Disabilities-; *Pictorial-Stimuli; *Spelling-; *Vocabulary-Development
DE: Adults-; Children-; Communication-Aids-for-Disabled; Communication-Skills; Interpersonal-Communication
AB: This paper explores three different language representation methods used to access vocabulary in augmentative alternative communication (AAC) and identifies which are most effective for core and extended vocabulary. The benefits and drawbacks of using spelling, single meaning pictures, and semantic compaction (Minspeak) are described. The paper finds that for access to core vocabulary, research suggests a ranking of semantic compaction, spelling, and single meaning pictures in order of effectiveness. For access to extended vocabulary, the order would be spelling, single meaning pictures, and semantic compaction. The paper stresses, however, that total communication requires access to both core and extended vocabulary and that monitoring the language activity of highly effective users of AAC has indicated that they use a combination of semantic compaction and spelling, sometimes with word prediction. The paper concludes that for most people who rely on AAC and have a language age of two years or more, the use of multiple language representation methods results in the most effective communication. Those methods include semantic compaction for core vocabulary access and spelling and/or single meaning pictures for extended vocabulary access. (Contains 12 references.) (CR)
AN: ED437787
TI: Literacy Disability and Communication: Making the Connection.
CS: Roeher Inst., North York (Ontario).
PY: 1999
AV: L'Institut Roeher Institute, Kinsmen Building, York University, 4700 Keele St., Toronto, Ontario M3J 1P3 Canada. Tel: 800-856-2207 (Toll Free); Web site: http://www.indie.ca/roeher.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437787
DE: *Accessibility-for-Disabled; *Agency-Cooperation; *Augmentative-and-Alternative-Communication; *Disabilities-; *Literacy-; *Policy-Formation
DE: Access-to-Information; Adults-; Children-; Civil-Rights; Communication-Aids-for-Disabled; Educational-Policy; Employer-Employee-Relationship; Foreign-Countries; Interpersonal-Communication; Work-Environment
AB: Based on a conceptual framework that links literacy and communication, this Canadian report reviews four types of policy provisions for their effectiveness in addressing the barriers to literacy and communication that people with disabilities face: human rights instruments, provisions for literacy and communication support to individuals, access to information and communications in alternative formats, and access to information and communication networks. A number of policy issues and directions emerge from the analysis. First, the human rights foundation for literacy and communication needs more explicit articulation. Second, a mandate to refocus literacy policy is needed so that the cross-departmental and cross-jurisdictional implications of the link between literacy and communication can be developed and monitored. Third, a human resource development strategy that focuses on professionals in education, justice, health care systems, and on employers is needed to develop skills in alternative communications. Fourth, a policy and service delivery framework should be formulated that provides incentives for a coordinated approach to designing communication environments and supports. Finally, a process is needed to rethink literacy policy and practice, to develop policy directives and implications, and to do so within the context of the rapidly developing information highway. (Contains approximately 125 references.) (CR)
AN: EJ597208
AU: Duchan,-Judith-F.
TI: Views of Facilitated Communication: What's the Point?
PY: 1999
SO: Language,-Speech,-and-Hearing-Services-in-Schools; v30 n4 p401-07 Oct 1999
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Interpersonal-Communication; *Severe-Disabilities
DE: Guidelines-; Intervention-; Validity-
AB: This article notes the dilemma faced by facilitated communication (FC) practitioners who must choose between denying their client effective and efficient communication or use an approach that has not held up under controlled scientific studies. It notes that FC descriptions that focus on social participation are more positive than those that focus on information processing. Some clinical guidelines are offered. (Author/DB)
AN: EJ593148
AU: Jones,-Sheila-Dove; Angelo,-Dianne-H.; Kokoska,-Stephen-M.
TI: Stressors and Family Supports: Families with Children Using Augmentative & Alternative Communication Technology.
PY: 1999
SO: Journal-of-Children's-Communication-Development; v20 n2 p37-44 Spr 1999
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Emotional-Adjustment; *Parent-Attitudes; *Social-Support-Groups; *Stress-Variables
DE: Elementary-Secondary-Education; Family-Problems; Fathers-; Mothers-; Primary-Education; State-Surveys; Technology-
AB: A statewide (Pennsylvania) survey examined stressors and family supports of 59 families with children (ages 3 through 12) who use augmentative and alternative technology. The Parenting Stress Index and the Family Support Scale revealed that both parents perceived child-related variables of acceptance and demand as stressful but that mothers and fathers differed on their perceptions of the helpfulness of social supports. (Author/DB)
AN: EJ593147
AU: Ratcliff,-Ann-E.; Cress,-Cynthia-J.
TI: Guidelines for Enhancing Reciprocal Peer Communication with Adolescents Who Use Augmentative/Alternative Communication.
PY: 1999
SO: Journal-of-Children's-Communication-Development; v20 n2 p25-35 Spr 1999
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Guidelines-; *Interpersonal-Communication; *Peer-Relationship
DE: Adolescents-; Communication-Skills; Interaction-Process-Analysis; Intervention-; Mental-Retardation; Physical-Disabilities
AB: This study examined the context and interaction variables associated with communication reciprocity with five adolescents with physical and/or cognitive disabilities using augmentative/alternative communication (AAC) systems and their nondisabled peers. Clusters of context/interaction patterns related to more balanced communication were identified. Results are discussed in terms of seven specific guidelines for clinical practice. (Author/DB)
AN: EJ591288
AU: Romski,-Mary-Ann; Sevcik,-Rose-A.; Adamson,-Lauren-B.
TI: Communication Patterns of Youth with Mental Retardation with and without Their Speech-Output Communication Devices.
PY: 1999
SO: American-Journal-on-Mental-Retardation; v104 n3 p249-59 May 1999
DE: *Augmentative-and-Alternative-Communication; *Communication-Aids-for-Disabled; *Communication-Disorders; *Communication-Skills; *Severe-Mental-Retardation
DE: Adolescents-; Equipment-Evaluation; Interpersonal-Communication; Young-Adults
AB: The communication skills of 13 youth with moderate or severe mental retardation were compared while they communicated with a "standard partner" with and without access to their augmented communication devices. With the devices, subjects communicated more information, more clearly, and more specifically than without the devices. (DB)
AN: EJ585796
AU: Ostrosky,-Michaelene-M.; Drasgow,-Erik; Halle,-James-W.
TI: "How Can I Help You Get What You Want?": A Communication Strategy for Students with Severe Disabilities.
PY: 1999
SO: TEACHING-Exceptional-Children; v31 n4 p56-61 Mar-Apr 1999
DE: *Augmentative-and-Alternative-Communication; *Communication-Disorders; *Communication-Skills; *Severe-Disabilities
DE: Elementary-Secondary-Education; Generalization-; Nonverbal-Communication
AB: Examines ways to facilitate communication by nonverbal students with severe disabilities. Discusses selecting functional communication targets and teachable contexts, facilitating widespread use (generalization), ensuring maintenance of the new communication behavior, and implications for practice. (DB)
AN: EJ593113
AU: Light,-Janice-C.; Roberts,-Barbara; Dimarco,-Rosemarie; Greiner,-Nina
TI: Augmentative and Alternative Communication To Support Receptive and Expressive Communication for People with Autism.
PY: 1998
SO: Journal-of-Communication-Disorders; v31 n2 p153-80 Mar-Apr 1998
NT: Clinics Issue--Autism: New Perspectives on Assessment and Intervention.
DE: *Augmentative-and-Alternative-Communication; *Autism-; *Communication-Skills; *Expressive-Language; *Language-Impairments; *Receptive-Language
DE: Case-Studies; Evaluation-Methods; Interpersonal-Communication; Intervention-; Models-; Theories-; Young-Children
AB: Discusses the use of augmentative and alternative communication (AAC) to enhance comprehension and expression of people with autism. A theoretical model for AAC assessment and intervention is presented and illustrated with a case study of a 6-year-old boy with autism and severe expressive and receptive language impairments. (Author/DB)
AN: ED437789
AU: Murray-Branch,-Jamie; Bailey,-Brent-R.; Poff,-Lisa-E., ed.
TI: Textures as Communication Symbols.
CS: Indiana State Univ., Terre Haute. Blumberg Center for Interdisciplinary Studies in Special Education.
PY: 1998
NT: For related documents see EC 907 636-638.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437789
DE: *Augmentative-and-Alternative-Communication; *Communication-Aids-for-Disabled; *Deaf-Blind; *Interpersonal-Communication; *Manipulative-Materials; *Tactile-Stimuli
DE: Adults-; Children-; Communication-Skills; Generalization-; Multiple-Disabilities; Tactual-Perception
AB: Designed for teaching the related services staff, residential care providers, and families of individuals with severe hearing and vision impairments, this booklet explains the issues related to developing a communication system using textures. The texture symbols described are intended for use by individuals with dual sensory and multiple disabilities. The first section of the guide includes an overview of the sense of touch and the use of textures. It also provides guidelines for who should use textured symbols. The next section provides guidelines for choosing materials and activities. In addition, there is information on making textured symbols and display formats. The four phases of instruction are then outlined, including: (1) creating an association between a textured symbol and a referent; (2) teaching a requesting behavior; (3) practicing textured symbol use within functional activities; and (4) generalizing textured symbol use. Appendices include a list of the seven levels of communication, suggested textured materials, a list of textured making tools and materials, and an illustration of display formats. (CR)
AN: EJ587742
AU: Calderon,-Rosemary; Bargones,-Jill; Sidman,-Susan
TI: Characteristics of Hearing Families and Their Young Deaf and Hard of Hearing Children: Early Intervention Follow-Up.
PY: 1998 SO: American-Annals-of-the-Deaf; v143 n4 p347-62 Oct 1998
DE: *Deafness-; *Early-Intervention; *Parent-Participation; *Student-Characteristics; *Total-Communication
DE: Early-Childhood-Education; Student-Participation; Teaching-Methods
AB: A study of 28 hearing families and their children with hearing impairments (ages 42 to 87 months) found that average age of entry into early-intervention programs was 21 months. Mothers participated more than fathers, and the majority of graduates were enrolled in specific deaf-education programs emphasizing a total-communication approach. (CR)
AN: ED439560
AU: Remmel-Gehm,-Mary-T.
TI: How Does the Use of Visual Media Affect a Nonverbal Student's Communication?
PY: 1997
NT: M.S. Thesis, St. Norbert College.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Augmentative-and-Alternative-Communication; *Cerebral-Palsy; *Communication-Aids-for-Disabled; *Computers-; *Self-Concept; *Visual-Stimuli
DE: Assistive-Devices-for-Disabled; Cognitive-Ability; Communication-Skills; Elementary-Secondary-Education; Evaluation-Methods; Severe-Disabilities
AB: This report discusses the outcomes of a study that investigated how visual media would affect the communication skills of a 13-year-old nonverbal girl with cerebral palsy and whether the use of visual media would provide documentation of higher cognitive functioning. For the study, the subject used three different tools to add visual information to her interactions: a videocamera, a digital camera, and a communication device that uses line drawing and has a dynamic display. Before and after the applications of the three tools, three types of information were selected to measure the effects of the visual media on the student's self-concept and communication: a self-concept inventory completed by the student, staff members, peers, and family members; anecdotal records of current and novel information the student communicated; and an SDS analysis of the anecdotal records. Linguistic analyses of those records were completed. Results found that access to visual media made a significant difference in the student's ability to communicate and that access to the control of the medium was important to her. The interactive nature of the visuals on the communication device appeared to engage her cognitively, and her perception of herself changed as a result of her access to visual media. Appendices include evaluation instruments. (Contains 78 references, 9 figures, and 6 tables.) (CR)
AN: ED437776
AU: Warick,-Ruth; Clark,-Catherine; Dancer,-Jesse; Sinclair,-Stephen
TI: Assistive Listening Devices: A Report of the National Task Force on Quality of Services in the Postsecondary Education of Deaf and Hard of Hearing Students.
CS: National Technical Inst. for the Deaf, Rochester, NY.
PY: 1997
AV: Rochester Institute of Technology, National Technical Institute for the Deaf, Northeast Technical Assistance Center, 52 Lomb Memorial Drive, Rochester, NY 14623-5604. Tel: 716-475-6433 (Voice/TTY); Fax: 716-475-7660.
NT: Also sponsored by the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD). Distributed in collaboration with the Postsecondary Education Programs Network (PEPNet).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437776
DE: *Accessibility-for-Disabled; *Assistive-Devices-for-Disabled; *Augmentative-and-Alternative-Communication; *Communication-Aids-for-Disabled; *Hearing-Impairments; *Listening-
DE: College-Students; Deafness-; Higher-Education; Partial-Hearing; Technological-Advancement
AB: This report examines the use of auditory assistive listening devices by students who are hard of hearing or deaf in the postsecondary educational setting. Individual sections address the following topi
CS: (1) distinctions between hearing aids and assistive listening devices; (2) assistive listening devices and the college student; (3) types of assistive listening devices (including FM and infrared systems, FM radio microphone systems, infrared systems, and comparison between FM and infrared systems); (4) other assistive listening systems (induction loop systems, dove-tail systems, hardware systems, audiovisual amplification, cochlear implants, and telephones); (5) choice of assistive listening devices; (6) training; (7) campus roles and responsibilities concerning assistive listening devices; (8) assistive listening device maintenance and repair; (9) legal and safety considerations; (10) organizational resources; and (11) laws and regulations. (Contains 19 references, and an appendix on communication tips for instructors of students with assistive listening devices.) (DB)
AN: EJ587788
AU: Hsing,-Min-Hua; Lowenbraun,-Sheila
TI: Teachers' Perceptions and Actions in Carrying Out Communication Policies in a Public School for the Deaf.
PY: 1997
SO: American-Annals-of-the-Deaf; v142 n1 p34-39 Mar 1997
DE: *Deafness-; *Interpersonal-Communication; *Sign-Language; *Teacher-Attitudes; *Teacher-Competencies; *Total-Communication
DE: High-Schools; Interpersonal-Competence; Teacher-Education
AB: A study involving 13 teachers of students with deafness and 16 students with deafness found that although Natural Sign Language was not considered an official communication mode, it was used after class, and that there was a positive relationship between teachers' sign-language skills and students' understanding of their message. (CR)
AN: EJ587757
AU: Moores,-Donald-F.
TI: Psycholinguistics and Deafness.
PY: 1997
SO: American-Annals-of-the-Deaf; v142 n3 p80-89 Jul 1997
NT: Reprinted from American Annals of the Deaf; v115 n1 p37-48 1970.
DE: *Deafness-; *Language-Acquisition; *Oral-Communication-Method; *Psycholinguistics-; *Sign-Language; *Total-Communication
DE: Early-Childhood-Education; Early-Intervention; Educational-History; Finger-Spelling
AB: This reprint of a 1970 article examines some emergent concepts of psycholinguistics and relates them to the development of a language-training program for children with deafness. It discusses the stages and process of language development, and the advantages and disadvantages of the total-communication approach, oral communication, and the Rochester Method. (CR)
AN: ED431283
AU: Langton,-Anthony, ed.
TI: Exploring New Horizons...Pioneering the 21st Century (Salt Lake City, Utah, June 7-12, 1996). Volume 16.
CS: RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA.
PY: 1996
AV: RESNA Press, Department 4006, Washington, DC 20042-4006; Tel: 703-524-6686; Fax: 703-524-6630; Web site: http://www.resna.org ($20) plus shipping and handling. Orders must be prepaid.
PR: EDRS Price MF02/PC21 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431283
DE: *Assistive-Devices-for-Disabled; *Augmentative-and-Alternative-Communication; *Disabilities-; *Educational-Technology
DE: Accessibility-for-Disabled; Adults-; Appropriate-Technology; Art-Activities; Communication-Aids-for-Disabled; Computer-Software; Delivery-Systems; Early-Childhood-Education; Elementary-Secondary-Education; Employment-; Federal-Legislation; Infants-; Mathematics-Instruction; Mobility-Aids; Play-Therapy; Rehabilitation-Programs; Robotics-; Science-Instruction; Severe-Disabilities; Special-Education; Teacher-Education; Toddlers-; Transportation-; Wheelchairs-
AB: Proceedings from this annual conference focused on the progress and potential of assistive and rehabilitation technology for individuals with disabilities and ways that RESNA members can make the ideas realizable. Presentations are provided on the following topi
CS: (1) service delivery and public policy issues; (2) personal transportation; (3) augmentative and alternative communication; (4) drooling; (5) quantitative functional assessment; (6) special education, including development of an extendible below-knee pediatric prosthesis, a pediatric therapeutic playstation, art making and assistive devices, telementoring and collaborative learning for students with disabilities, assistive technology for the sports enthusiast, electronic meeting software as a planning tool for assistive technology service delivery to infants and toddlers, making mathematics and science accessible to students with blindness, and design of an assistive communication device; (7) technology transfer; (8) sensory aids; (9) wheeled mobility and seating; (10) electrical stimulation; (11) computer applications; (12) rural rehabilitation; (13) assistive robotics and mechatronics; (14) job accommodation and employment issues; (15) information networking; (16) international appropriate technology; (17) assessment of assistive technology needs for infants, toddlers, and preschoolers with disabilities; (18) universal access; (19) cognitive disabilities and technology; (20) occupational therapists; (21) Paralyzed Veterans of America Student Design Competition; and (22) Whitaker Student Scientific Paper Competition. Presentations include references. (CR)
 Meaning & Mind: An Intrapersonal Approach To Human Communication |
Other Resources (available either for sale or via interlibrary loan)
Title: ACAP : augmentative communication assessment profile
Author: Goldman, Helena.
Year: 2001
Publisher: Speechmark,
Title: Culture, families, and augmentative and alternative communication (AAC) impact a multimedia instructional program for related services personnel and family members : executive summary
Authors: Parette, Howard P. ; VanBiervliet, Alan
Year: 2000
Publisher: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center
Title: AAC 2000 : practical approaches to augmentative and alternative communication
Author: Wilson, Allan. Corp
Author: Augmentative Communication in Practice: Scotland. Study Day Edinburgh, Scotland. (10th : 2000.)
Year: 2000
Publisher: CALL Centre, University of Edinburgh,
Title: Augmentative and alternative communication : management of severe communication disorders in children and adults
Author: Beukelman, David R.
Edition and year: 2nd ed. 1998
Publisher: P.H. Brookes Pub.
Title: Building communicative competence with individuals who use augmentative and alternative communication
Author: Light, Janice C. (Janice Catherine)
Year: 1998
Publisher: P.H. Brookes
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