Shakila Dada

The Iconicity of Picture Communication Symbols for Children with English Additional Language and Mild Intellectual Disability

Abstract The purpose of this study was to examine the iconicity of 16 Picture Communication Symbols (PCS) presented on a themed bed-making communication overlay for South African children with English as an additional language and mild intellectual disability. The survey involved 30 participants. The results indicated that, overall, the 16 symbols were relatively iconic to the participants. The authors suggest that the iconicity of picture symbols could be manipulated, enhanced, and influenced by contextual effects (other PCS used simultaneously on the communication overlay). In addition, selection of non-target PCS for target PCS were discussed in terms of postulated differences in terms of distinctiveness. Potential clinical implications and limitations of the study, as well as recommendations for future research, are discussed.

Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading

Abstract The aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations in children with limited speech. Four children between the ages of 6;5 and 10;8 (years;months) with limited speech participated in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations; and two participants showed less consistent evidence of learning. The effects, as measured during structured probes, were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading suggested that the measurement probes might have underestimated participants’ ability to combine symbols.

Children’s attitudes toward interaction with an unfamiliar peer with complex communication needs: comparing high- and low-technology devices

Abstract This study examined the attitudes of children with typical development towards an unfamiliar peer with complex communication needs using augmentative and alternative communication (AAC) systems. Specifically, the study aimed to compare attitudes when the peer used mobile technology (i.e., iPad©1) with an AAC-specific application (Proloquo2Go™2) versus a low-technology communication board. A within-group crossover design was utilized involving 78 children. Half of the participants (i.e., Group 1) viewed Video 1 of an unfamiliar peer with complex communication needs in a scripted communication interaction using an iPad with Proloquo2Go followed by Video 2 of the same interaction using a communication board. The other half of the participants (Group 2) viewed these videos in the reverse sequence. The Communication Aid/Device Attitudinal Questionnaire (CADAQ) was completed after watching each video. Results indicated that both groups were more positive towards Video 1 (iPad with Prologuo2Go) on certain dimensions of the CADAQ. The results are discussed and recommendations for future research provided.

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Abstract Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students’ expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers’ perceptions of this process. A total of 26 teachers who taught students who used aided AAC for expression participated. Although there is evidence of provision and also implementation of aided AAC in classrooms, various limitations still exist. Teachers identified an array of factors that influenced the implementation of aided AAC, including those related to themselves, the classroom context, the characteristics of aided AAC, students using AAC, and other stakeholders. These factors are discussed in the light of international literature as well as the local context, and are used as a basis to suggest a research agenda for AAC in the South African education system.

The Effect of a Non-Powered, Self-Initiated Mobility Program on the Engagement of Young Children with Severe Mobility Limitations in the South African Context

ABSTRACT Aim: To determine the effect of a non-powered, self-initiated mobility program on the engagement of young children with severe mobility limitations, in the South African context. Methods: A multiple-probe-across-participant design was used. Four children (aged 2–6 years) with severe mobility limitations underwent an intervention that targeted non-powered, self-initiated mobility. The intervention comprised eight sessions over a 2-week period. Engagement was measured during each baseline, intervention and postintervention session using the Individual Child Engagement Record–Revised (ICER–R). The data were presented graphically and analyzed using statistical procedures appropriate for single-subject designs. Results: Participants demonstrated an improvement in engagement during the time in which non-powered, self-initiated mobility program was introduced. A reciprocal deterioration in nonengagement was also demonstrated. The results of the study are discussed in terms of various intrinsic and extrinsic factors. Conclusions: The use of a non-powered, self-initiated mobility program may be effective in improving engagement in some young children with severe mobility limitations.

Afrikaans-speaking parents’ perceptions of the rights of their children with mild to moderate intellectual disabilities: A descriptive investigation

This study aimed to describe the perceptions of Afrikaans-speaking parents regarding the human rights, as defined by the United Nation’s Convention on the Rights of the Child (CRC), of their children, aged between 8.0 and 14.11 (years/months), with mild to moderate intellectual disabilities. The underlying premise is that the CRC defines the rights of children, whereas the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) can provide the framework for documenting a deprivation of rights and the conditions under which those rights can be realized. Forty-seven Afrikaans-speaking parents completed a custom-designed survey. The results of the closed-ended questions indicated that most parents felt that their children had rights and that these rights were met. A theme analysis performed on the open-ended questions revealed that parents were mostly concerned about their children’s rights pertaining to school education and safety. These rights were discussed in terms of the CRC articles and linked to environmental codes of the ICF-CY. Finally, the limitations and implications of the study are discussed and recommendations are made.

The perspectives of adults with aphasia and their team members regarding the importance of nine life areas for rehabilitation: a pilot investigation

Objectives: Client-centred rehabilitation implies that persons with aphasia and their significant others are actively involved in all decisions regarding rehabilitation, including the setting of rehabilitation priorities and goals. This study aimed to describe and compare the perspectives of adults with aphasia, their significant others and their speech-language pathologists (SLPs) regarding the importance of nine life areas for the rehabilitation of adults with aphasia. Method: A total of 15 adults with expressive aphasia rated the importance of nine life areas using the Talking Mats™ framework. A questionnaire was used to obtain the ratings of 15 of their significant others and the 15 SLPs treating them. Results: Most life areas were rated as important to work on in rehabilitation by most participants. The adults with aphasia rated the areas as important more frequently than their significant others and SLPs. All participants rated Communication as important. Statistically significant differences were noted for three of the nine life areas. Discussion: The life areas which the participants were questioned about seem to provide a good starting point for rehabilitation teams to find common ground for collaborative goal setting. The Talking Mats™ approach allowed adults with aphasia to participate in the process. It can be a useful tool to promote client-centred rehabilitation for adults with expressive communication difficulties.

Family Quality of Life of South African Families Raising Children with Autism Spectrum Disorder

This article describes the family quality of life among families who are raising a young child with autism spectrum disorder. Survey research was conducted with 180 families of children with autism spectrum disorder who were receiving disability-related services in the Gauteng province of South Africa. The principle measure used was the Beach Center Family Quality of Life Scale to assess five subdomains: family interaction, parenting, emotional well-being, material/physical well-being, and disability-related support. Results indicated that families felt the most satisfied with disability-related support and the least satisfied with the family’s emotional well-being. Family income, family type, and the severity level of autism were significantly associated with how satisfied families felt about their quality of life.

Application of the Self-Generation Effect to the Learning of Blissymbols by Persons Presenting with a Severe Aphasia

This study investigated the application of the self-generation effect to enhance the recognition and retention of Blissymbols in persons with severe aphasia. A 2 × 2 × 3 factorial design of two treatment types (self-generation and non-generation) was used to teach two sets of Blissymbols. These were administered during 3 training days, between which were withdrawal periods of 1 day and 7 days. Recognition and retention probes were administered at intervals during the training. ANOVA analysis showed that the self-generation treatment produced no immediate recognition advantage; however, better retention of symbol recognition may have occurred over time. Hence, the potential application of the self-generation effect in enhancing the retention of Blissymbols in persons with severe aphasia may warrant further investigation.

Factors Perceived by Rehabilitation Professionals to Influence the Provision of Assistive Technology to Children: A Systematic Review

ABSTRACT Background: The use of Assistive Technology (AT) by children with disabilities has been associated with significant development and improvement in outcomes within all spheres of life. However, AT is often underutilized. Appropriate selection of AT by rehabilitation professionals could improve the satisfaction of the user and their family with their AT. Data sources: A systematic search identified six studies that investigate the factors that occupational therapists, physiotherapists, as well as speech and language pathologists perceive to influence their provision of AT to children. Study appraisal: Two qualitative and four quantitative articles were identified. Both article types were appraised using the Mixed Methods Appraisal tool (Pluye et al., 2011). Synthesis method: A process of deductive thematic analysis by using themes from the Assistive Technology Device Selection Framework (Scherer et al., 2007), was followed by inductive thematic analysis to uncover subthemes. Data from all six articles are synthesized to provide a view of factors that are perceived to influence AT selection. Implications of findings: Within a family-centered perspective, both family and child expectations and preferences should be considered. Professionals should consider the influence of their own preferences and knowledge on the AT they recommend.