Erna Alant

The social interaction of an adolescent who uses AAC: The evaluation of a peer-training program

Challenges relating to social interactions of children who use AAC in school settings have been well documented. In this study, a peer-training program was designed and implemented with the Grade 8 peers of an adolescent who had severe physical disabilities and who used AAC. Interactions between the adolescent who used AAC and his classroom peers were investigated before and after implementation of the peer-training program, using a descriptive single case study. An analytical model to describe the interactions and potential changes in the interactions of adolescents who use AAC was developed. The model also included various measures to evaluate pertinent psychosocial factors of the interactions of a person using AAC with peers. Results of the observational data reflected an increase in the frequency of interactions as indicated by the number of messages per hour and the extent of the interactions as signified by an increase in the number of messages per interchange. Changes were also noted in terms of the discourse structures and communication functions achieved by the interactions, the modes of communication used by the adolescent who used AAC and the responses of his peer partners.

The use of a digital voice output device to facilitate language development in a child with developmental apraxia of speech: a case study

Purpose : The study aimed at describing the language and communication abilities of a child diagnosed with Developmental Apraxia of Speech (DAS), who used a Macaw Digital voice output device. Method : This case study describes the training of a mother in the use of a Macaw digital voice output device to give her child with DAS access to higher levels of language functioning. It also provides longitudinal information pertaining to the childs school progress in the three years following the implementation of the device. Results : Results indicate that the use of a digital device is useful in facilitating communication and language development in a young child with DAS. Specific evidence of an increase in the cognitive complexity of questions directed at the child is provided, as well as an increase in the number of questions directed to the child. Regarding the childs responses, it was noted that appropriate answers increased, as did the number of communication modalities and communication attempts. Longitudinal data indicates that the child was able to maintain these positive impacts. Conclusions : Digital voice output devices can be used as a method to facilitate higher cognitive functioning and has various positive impacts on the functioning of a child with DAS. These devices need to be considered as a tool to facilitate the development of communication and speech development for this population.PURPOSE The study aimed at describing the language and communication abilities of a child diagnosed with Developmental Apraxia of Speech (DAS), who used a Macaw Digital voice output device. METHOD This case study describes the training of a mother in the use of a Macaw digital voice output device to give her child with DAS access to higher levels of language functioning. It also provides longitudinal information pertaining to the childs school progress in the three years following the implementation of the device. RESULTS Results indicate that the use of a digital device is useful in facilitating communication and language development in a young child with DAS. Specific evidence of an increase in the cognitive complexity of questions directed at the child is provided, as well as an increase in the number of questions directed to the child. Regarding the childs responses, it was noted that appropriate answers increased, as did the number of communication modalities and communication attempts. Longitudinal data indicates that the child was able to maintain these positive impacts. CONCLUSIONS Digital voice output devices can be used as a method to facilitate higher cognitive functioning and has various positive impacts on the functioning of a child with DAS. These devices need to be considered as a tool to facilitate the development of communication and speech development for this population.

Which Graphic Symbols do 4-Year-Old Children Choose to Represent Each of the Four Basic Emotions?

The purpose of this study was to investigate which graphic symbols are perceived by typically developing 4-year-old children as the best representation of four basic emotions. Participants were asked to respond to questions by using graphic symbols taken from PCS™, PICSYMS™, and Makaton™ for four basic emotions: happy, sad, afraid, angry. The purpose was to determine which graphic symbol the children selected as a representation of an emotion. Frequencies of choices per symbol were obtained and the different symbols were analysed in terms of facial features that distinguish them from each other. The most preferred symbol per emotion was also identified. Results showed that children recognized the emotion happy with more ease than the emotions sad, afraid, and angry.

Translucency and Learnability of Blissymbols in Setswana-speaking Children: An Exploration

Although the importance of iconicity in the learning of symbols has been widely acknowledged, there have been few systematic investigations into the influence of culture on the ratings of symbol iconicity. The purposes of this study were two-fold: to determine (a) the translucency ratings of specific Blissymbols as rated by 6- to 7-year-old Setswana-speaking children (one of South Africas 11 official languages); and (b) whether the ratings changed after second and third exposures in order to determine the learnability of these symbols. This study is partially based on the study by Quist et al. (), which utilized Dutch and American participants. Thirty-four Setswana children were exposed to 93 selected Blissymbols. A 3-point semantic differential scale consisting of three faces accompanied each Blissymbol, without the written gloss. This procedure was repeated over a period of 3 days. The results indicated that the majority of Blissymbols were rated as having high translucency ratings. The research further demonstrated significant differences in translucency between first and second exposures, suggesting that learning of the symbols had occurred. The comparison between the results of the current study and the results reported in the Quist et al. study reveal that the translucency ratings of the majority of the selected Blissymbols ranged from moderate to high for all three studies, but that the distribution of symbols across the ratings appears to be different.

Issues in AAC research: how much do we really understand?

Purpose. The purpose of this introductory paper is to provide some overview of and background to the issues that were raised at the Augmentative and Alternative Research Seminar in conjunction with the First Regional AAC conference on 23 February 2004. A group of 45 AAC researchers and professionals convened for one day to discuss some basic research issues in AAC. This paper highlights themes and perspectives that emerged from the research seminar discussions. Method. Literature reviews and discussion are used to provide a historical perspective on some of the issues raised. Two focus areas were identified for the purpose of this introductory paper; firstly, terminological issues that arose and secondly common themes that emerged during the paper presentations, discussions and/or written papers. Terminological issues include a brief description of the field of AAC for the benefit of those readers who might not be familiar with the field, whereafter the discussion focuses on the use of the term “complex communication needs” as referring to individuals who use AAC, the differentiation between symbols, signs, symbols sets and systems as well as the terms verbal and nonverbal, pre-linguistic and non-symbolic. The common themes throughout the papers include a discussion on the importance of context in communication, the chicken and egg question (i.e., comprehension and production), issues on multimodality, descriptive strategies for understanding interaction, and the use of typical interaction as a framework for understanding AAC interaction. Conclusions. In reviewing some of the issues in the field it is apparent that the issues we face now and those faced in AAC during earlier years are similar, however the need for a stronger database is apparent as the approach towards evidence-based practice becomes more prominent. The move to understand the nature of complex relationships in interaction is highlighted, for example, the multiple associations between environment, comprehension as well as the use of multi-modal communication. Whilst it became evident that most of these issues need further research in relation to typical interactions, applications to the field of AAC are most challenging.

Students with little or no functional speech in schools for students with severe mental retardation in South Africa

This study describes the communication and related skills of students in schools for students with severe mental retardation in South Africa. In particular, it focuses on the prevalence of students with little or no functional speech and their exposure to classroom activities and remedial services. The methodology consisted of two surveys that were completed with the assistance of field workers by teachers at 19 schools in Pretoria. A total of 1,344 students and 144 teachers were included in the study. The results indicated that 39% of all students in these schools had little or no functional speech (i.e., they were unable to express their needs verbally). The teachers perceived these students to be considerably more disabled than their speaking peers in the same schools. This article highlights the communication needs of students in schools for students with mental retardation in South Africa and the clinical implications thereof.

The Effect of Sequential Exposure of Color Conditions on Time and Accuracy of Graphic Symbol Location

An important aspect in AAC concerns the users ability to locate an aided visual symbol on a communication display in order to facilitate meaningful interaction with partners. Recent studies have suggested that the use of different colored symbols may be influential in the visual search process, and that this, in turn will influence the speed and accuracy of symbol location. This study examined the role of color on rate and accuracy of identifying symbols on an 8-location overlay through the use of 3 color conditions (same, mixed and unique). Sixty typically developing preschool children were exposed to two different sequential exposures (Set 1 and Set 2). Participants searched for a target stimulus (either meaningful symbols or arbitrary forms) in a stimuli array. Findings indicated that the sequential exposures (orderings) impacted both time and accuracy for both types of symbols within specific instances.

Augmentative and alternative communication in developing countries: challenge of the future

This paper deals with the problem of sustainable augmentative and alternative communication (AAC) implementation within a developing country context. The dialogical model developed by Bergson is used to identify the two major components in intervention, that is, the intellectualized level of knowledge that refers to the logical application of AAC systems and the experiential level of attitudes and social structures within a community. Attempts at implementation of a dialogical AAC strategy are discussed by using a case study approach to training and implementation at the Centre for Augmentative and Alternative Communication at the University of Pretoria, South Africa. Some provisional conclusions on the implementation of a dialogically orientated AAC strategy are made that refer to appropriate technology and the redefinition of AAC strategies within a particular context. Finally, it is stressed that, as a human strategy, implementation should not be based on either intellectualization or intuition or expe...

Comparison of the learnability and retention between Blissymbols and CyberGlyphs

BACKGROUND There are a variety of graphic symbol sets/systems (GSSs) currently used in the field of augmentative and alternative communication (AAC). Various characteristics of these graphic symbol systems affect learnability and should be considered in order to make a meaningful match between the user of AAC and the system. Although a variety of studies on learnability of graphic systems have been conducted in the past, all studies conducted included participants from Western countries. AIMS To compare two symbol systems, namely Blissymbolics and CyberGlyphs in terms of learnability. To identify the overall performance between Blissymbolics and CyberGlyphs in terms of the percentage of symbols correctly identified at the various stages. METHODS AND PROCEDURES A quasi-experimental crossover design between groups was carried out on two homogeneous groups of typically developing, Northern Sotho-speaking children. Data were obtained by teaching 80 different referents (40 from each symbol system) to 50 Northern Sotho speaking regular students from South Africa, ranging from grade 4 to 6. The participants were tested on symbol recognition at four different stages: after initial training, after a revision period, after a 7-day withdrawal period and after 30 days of withdrawal. OUTCOMES AND RESULTS The overall results indicated that the ease of learning and memory retention of the CyberGlyphs were higher than that of Blissymbols, irrespective of the group or the sequence of exposure. Possible reasons for the differences are discussed. CyberGlyphs seem to be more accessible as the symbols in general seem to be more detailed and also are meant to be hand drawn rather than computer or stencil produced. Within this context, CyberGlyphs could be easier to access visually than Blissymbolics, especially for children who do not have extensive experience in dealing with geometric shapes, particularly for the children who do not come from rich literacy backgrounds or who do not have rich visual perceptual experiences to draw from. CONCLUSIONS Even though initial learning might be faster for CyberGlyphs than for Blissymbolics in certain populations, there may be other factors to consider when making a choice between the two graphic symbol systems. Within the clinical setting CyberGlyphs can provide the individual who uses AAC with a more user-friendly system as an entrance to the use of other graphic symbol systems. This may be especially important in contexts where issues surrounding poverty and lack of early exposure to literacy exist.

Topics of Social Conversation in the Work Place: A South African Perspective

The aim of the study was to analyze topics that occur in social conversations between employees in a University employment context. Samples of social conversation of 6 participants without disabilities were recorded on 9 days. The samples were analyzed for topics referenced under the three referential frames of time, person, and content. Results indicate that the topics of present, self and food were most frequently referenced under each of the three frames. Analysis of the content frame indicated the presence of three topics that were referenced frequently in all samples. Other topics were referenced frequently in only some samples. Comparisons were made between these findings and two previous investigations into topic use by adults from a Western culture. Overlap—particularly in more frequently referenced topics—suggested the presence of topics, which seemed to occur commonly in adult conversations, and, more specifically, conversations in the workplace. The topics identified in this study are discussed in terms of implications for guiding AAC intervention.