Diane Nelson Bryen

AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC

In this paper we review published research describing the use of augmentative and alternative communication (AAC) to support societal participation by adolescents and adults with developmental disabilities who require AAC. We focus on three major participation domains: post-secondary education and training, the workplace, and community living and social interaction opportunities. Based on the findings of the review, we highlight five needed areas of research and development related to AAC technology: face to face communication; distance communication and interconnectivity; training and support for system use; adapted applications and cognitive tools; and supports for independent operation, development, and maintenance.

Use of Electronic Technologies by People With Intellectual Disabilities

Todays electronic technologies, including computers, cell phones, Internet, and electronic organizers, hold great promise for individuals with intellectual disabilities, yet little research has been conducted to explore patterns of use among this population. Drawing upon a survey of 83 adults with intellectual disabilities, we examined factors affecting use for three key electronic technologies: computer, Internet, and electronic organizers. Forty-one percent of participants used a computer; 25%, the Internet; and 11%, electronic organizers. Age, work setting, and self-perceived ability to manually copy information affected likelihood of use. Primary barriers reported by participants included lack of access, training and support, and expense of technologies. Interest in using such technologies was high, and participants offered suggestions for improved accessibility.

Language Intervention With the Severely Handicapped: A Decade of Research

Forty-three language intervention studies published during the 1970s were critically analyzed in order to answer two major questions: (1) To what extent have these studies applied the theoretical models and empirical findings derived from current psycholinguistic research; and (2) To what extent have these intervention studies been successful in increasing the communicative competence of their severely impaired, primarily nonverbal subjects. A broad range of factors was analyzed, including (1) subjects and their characteristics; (2) prerequisite skills of the subjects prior to intervention; (3) the nature of the communication system taught; (4) the context, frequency, and duration of the intervention; (5) the nature of the structural and functional goals; (6) methods of intervention; and (7) gains in communication and other related areas. Findings indicated that except for the nature of the communication system taught and an awareness of the importance of evaluating gains, other than communication, these studies have not paralleled current psycholinguistic thinking. Only 34.8% of the studies were successful in increasing the communicative competence of their severely handicapped subjects. Finally, guidelines for future research and intervention were proposed, based on the characteristics of those 15 studies that were successful.

Cell Phone Use by Adults With Intellectual Disabilities

Although cell phone use has grown dramatically, there is a gap in cell phone access between people with disabilities and the general public. The importance of cell phone use among people with intellectual disabilities and studies about use of cell phones by adults with intellectual disabilities was described. Our goal was to determine the extent and scope of cell phone use by 83 adults with intellectual disabilities, reasons for nonuse, and factors affecting use. Results suggest a gap in the use of cell phone technology between people with intellectual disabilities and the general population. When used, they are employed primarily for emergencies, storing telephone numbers, and day-to-day communication. Chief reasons for nonuse include cost, perception of not needing one, and lack of accessibility.

Enhancing AAC connections with the world

The availability of new technologies has changed how we control devices, exchange information, and communicate with others. Significant barriers, however, have prevented many individuals who use augmentative and alternative communication (AAC) from accessing the technology and computer-based activities available in todays “Information Society.” In this paper we discuss the benefits and challenges to increased interoperability between AAC and mainstream technologies. We outline suggested roles and activities for six stakeholder groups: (a) individuals who use AAC, (b) individuals who assist in selecting and supporting use of AAC devices, (c) AAC researchers, (d) AAC device manufacturers, (e) mainstream application developers and technology manufacturers, and (f) public policy makers. We also provide suggestions for future research, public policy, and technical development.

So you want to work? What employers say about job skills, recruitment and hiring employees who rely on AAC

In order to better understand employer perspectives with respect to hiring and working with people who use AAC and the kinds of employment barriers they believe exist for these individuals, a study into the job requirements, recruitment processes, and hiring processes of 27 employers in the United States was conducted. Interviews with the 27 employers focused on 48 jobs in 25 unique categories, many of which had previously been identified as desirable by 38 adults who used AAC (some of whom were employed and some of whom were seeking employment). Findings suggest that, while level of education is still important to employers, skills such as time management, problem solving, communication, use of an understandable and standard voice, and basic technology may be even more so. The study also found that having an effective job-related network is important, as is the ability to provide credible references and do well during in-person interviews with potential employers.

Sign Language and the Severely Handicapped

The use of sign language with severely handicapped students is analyzed in light of commonly held rationales. Such rationales are that sign language is less cognitively demanding and thus easier to learn than spoken language, and that sign language can bypass the oral-motor demands of speech. Cognitive, motor, and socio-communicative factors affecting the learning of sign language are discussed, and clinical implications are raised. Finally, environmental considerations that affect the likely success of sign language intervention with this population are addressed.

Enhancing Participation in Employment Through AAC Technologies

Despite significant challenges, there are a growing number of documented cases of employment success for individuals who use augmentative and alternative communication (AAC). We review recent research on employment and AAC, and discuss the results within a framework that describes what is known about the worker, the workplace, technology, and society in achieving employment success for individuals who use AAC. Information on goals for future research and technology development is also provided.

Accessibility of Pennsylvania's Victim Assistance Programs:

The prevalence of sexual abuse and domestic violence among women with disabilities is at least as high as the rates experienced by women without disabilities. However, according to anecdotal accounts and preliminary research, many victim service agencies are inaccessible and do not provide appropriate support and services for people with disabilities. This study examined the physical and programmatic accessibility of 55 rape crisis, sexual assault, and domestic violence agencies throughout Pennsylvania. Findings suggest that most programs had several accessibility structures in place, such as ramps and accessible restrooms. However, fewer programs had less well-known physical and programmatic accessibility features in place to ensure equal access to services. Recommendations focus on cross-system collaboration to provide access to victim services by all victims, including those with disabilities.

Vocabulary to Support Socially-Valued Adult Roles

Individuals who use augmentative and alternative communication (AAC) have new expectations for life after high school. However, the vocabulary needed to support socially-valued adult roles may not be available in their communication devices. This study explored whether vocabulary needed to participate in six adult roles currently existed in three widely used symbol sets. Electronic mailing lists were used to generate words needed for each adult role. From these vocabulary sets, discrepancy analyses were conducted to determine whether symbols or symbol combinations in each of the symbol sets studied could represent those words. Results suggest that, overall, an average of 55% of the identified words was currently available in these symbol sets. The need for easily accessible vocabulary that reflects socially-valued adult roles is discussed.