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Dissertations / Theses on the topic 'Augmentative and alternative communication (AAC) context'

Author: Grafiati

Published: 19 February 2023

Last updated: 20 February 2023

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1

Loup, Adam. "A Software Framework for Augmentative and Alternative Communication." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1461.

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By combining context awareness and analytical based relevance computing software, the proposed Augmentative and Alternative Communication (AAC) framework aims provide a foundation to create communication systems to dramatically increase the words available to AAC users. The framework will allow the lexicon available to the user to be dynamically updated by varying sources and to promote words based on contextual relevance. This level of customization enables the development of highly customizable AAC devices that evolve with use to become more personal while also broadening the expressiveness

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2

Remington-Gurney, Jane Sara. "Conversations Without Speech: A Qualitative Investigation of the Strategies Used by Adult Communication Assistants in Queensland." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366041.

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This research is concerned with conversation—the most complex and vital way language can be used to connect with community. Language, as an empowering element of human, social and cultural agency, is used to organise thinking and to express thought. Language and communication are often considered as mutually inclusive but this is only half the story. Language has two representations: the linguistic, where units of meaning can be generated and shaped according to social conventions; and the non-linguistic, where bodily movements are used to augment or to be an alternative to linguistically form

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3

Leigh, Angela. "The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC)." Thesis, University of Canterbury. Department of Communication Disorders, 2010. http://hdl.handle.net/10092/4276.

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Background: Intimacy has been described as a primary psychological need. In order to function ‚normally‛, we require repeated, positive interactions with those with whom we are in a caring relationship. To date, research looking at adults with acquired communication disorders who use Augmentative and Alternative Communication (AAC) has focussed on device selection, providing functional communication, acceptance and use of AAC, and caregiver support. There is a lack of research into how the use of AAC impacts the personal and social lives of adults with acquired communication disorders. The aim

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4

Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.

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5

Díaz, Pineda Jaime Alberto. "Advanced Augmentative and Alternative Communication System Based in Physiological Control." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/90418.

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Dyskinetic Cerebral Palsy (DCP) is mainly characterized by alterations in muscle tone and involuntary movements. Therefore, these people present with difficulties in coordination and movement control, which makes walking difficult and affects their posture when seated. Additionally, their cognitive performance varies between being completely normal and severe mental retardation. People with DCP were selected as the objective of this thesis due to their multiple and complex limitations (speech problems and motor control) and because their capabilities have a great margin for improvement thanks

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6

Kullaya, Kosuwan Thompson James Richard Beck Ann R. "Factors that influence adolescents' attitudes toward peers who use augmentative and alternative communication (AAC)." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128280.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: James R. Thompson, Ann R. Beck (co-chairs), Maureen E. Angell, Stacey J. Bock, W. Paul Vogt. Includes bibliographical references (leaves 109-126) and abstract. Also available in print.

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7

May, Auriel Adele. "A person-centred AAC intervention to support interpersonal interaction in persons with dementia : an exploratory study." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/78801.

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Background: The current mandate in dementia research is to develop interventions that are evidence-based and person-centred. However, person-centred augmentative and alternative communication interventions in dementia are limited. Method: A multimethod research design was conducted in three Phases. Phase one reviewed current research evidence to inform the development of a person-centred intervention. Phase two developed a person-centred augmentative and alternative communication intervention package with four components, (a) elements of person-centred care; (b) an electronic conversational su

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8

Snyder, Caroline Elizabeth. "Increasing Children's Interest in Augmentative and Alternative Communication Apps for iPad." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399459343.

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9

Reuter-Yuill, Lilith Michaele. "Beyond Problem Behavior: A Systematic Comparison of AAC Modalities on Communication Outcomes." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1718.

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Children with developmental disabilities often have complex communication needs that require professional intervention. For children with limited or no functional speech, the first step in treatment programming is choosing an augmentative and alternative communication (AAC) modality that best represents the needs of the child. The availability and diversity of AAC systems are only increasing (Loncke, 2014). Parents and practitioners are faced with a difficult decision and existing literature has yet to come to a consensus on the potential benefits or disadvantages of incorporating specific

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10

Lam, Michelle. "Evaluation of an Augmentative and Alternative Communication Intervention for Individuals with Aphasia." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1311.

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With a large population of people who suffer from aphasia, it is imperative that an effective form of therapy is utilized. The purpose of this study was to investigate the effectiveness of augmentative and alternative communication (AAC) programs in improving the communication needs and lives of people affected by aphasia. Individuals (n = 20) suffering from aphasia for 3 months or more completed therapy sessions with speech and language pathologists and the AAC program. Pre- and post-intervention evaluations were administered, consisting of communication satisfaction and success questionnaire

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11

Mngomezulu, Jocelyn Ruth. "Determining an AAC core vocabulary for Zulu- speaking preschool children." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64811.

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Persons who cannot rely on natural speech to fulfil their communication need to use augmentative and alternative communication (AAC) to enable them to participate in life activities. For persons who are nonliterate, the vocabulary for the AAC systems must be preselected. A core vocabulary approach proposes that vocabulary used with a high frequency in spoken language samples be included in AAC systems, in order to ensure that communication can take place across a variety of contexts, and to enable the generation of novel utterances. Various studies have recorded the speech of persons wit

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12

Van, Dalen Natalien Michelle. "South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72115.

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Background: Parents of children who have complex communication needs and require augmentative and alternative communication (AAC) are often faced with complex decisions about language choices and practices when their children are raised in multilingual contexts. Understanding parents’ perception in this matter can assist AAC service providers in supporting them better in this process. This study aimed to investigate South African parents’ perceptions on their language choices and practices with regard to their children aged 5-12 years who use AAC, and who are regularly exposed to multiple lang

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13

Finnie, Sara Elizabeth. "MUSIC THERAPISTS’ EXPERIENCES WITH CLIENTS WITH AUTISM SPECTRUM DISORDER WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/127.

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Music therapists frequently work with clients with Autism Spectrum Disorder (ASD) who use Augmentative and Alternative Communication (AAC). The purpose of this study was to gather information on music therapists’ current experiences with AAC training as well as music therapists’ perceptions of their own communication abilities when communicating with clients who have ASD using their preferred AAC system. The researcher invited 7,279 board-certified music therapists to participate in this study via email, of which 366 completed the survey. Participants reported most often providing services to

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14

Fields, Ashley Renee. "Examining Barriers with Implementing Augmentative and Alternative Communication in a Midwest School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/197.

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Many speech-language pathologists (SLPs) in a Midwest urban public school system have experienced barriers that prohibit the effective use of augmentative and alternative communication (AAC). The result has left some students with speech language impairments (SLI) without the communication skills for meaningful relationships and success in and out of school. The purpose of this exploratory case study was to determine the perceived barriers of 8 local school SLPs regarding the successful implementation of AAC and their suggestions for addressing the problem. Data were collected from semi-struct

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Mooney, Aine M. "Language Sample Collection and Analysis in People Who Use AAC: A New Approach." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554294907619342.

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16

Hynan, Amanda. "How I use the internet and online social media : experiences of young people who use Augmentative and Alternative Communication (AAC)." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/323593/.

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This thesis addresses a specific gap in the literature base regarding the self-reported experiences of using the internet and online social media by adolescents and young adults (young people) who use augmentative and alternative communication (AAC) within the UK. The research took a socially constructivist approach and used a qualitative methodology to conduct semi-structured interviews with twenty-five young people (aged 14-24) with complex communication needs. The data was collected over a period of eighteen months within a mainstream school, two specialist schools, four specialist colleges

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Hayes, Sydney A. "A DESCRIPTION OF AAC USE BY CHILDREN DIAGNOSED WITH APRAXIA OF SPEECH." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619955833449601.

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18

Sievers, Stephanie B. "Exploring Variability in Responses to Augmentative and Alternative Communication to Improve Communication Outcomes for Minimally Verbal Children with Autism Spectrum Disorder." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/413995.

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Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition characterized by persistent challenges in social communication and a restricted range of interests and activities. Each child presents with a unique constellation of strengths and needs, resulting in substantial heterogeneity. In terms of communication, which is the focus of this dissertation, children with ASD have limited social communication skills in general, with some children presenting as minimally verbal while others have age expected spoken language skills. Supporting children to develop effective spoken communi

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Mason, Patricia Helen. "Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107283.

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Thesis advisor: Susan Bruce<br>Augmentative and alternative communication (AAC) is central to the lives of many individuals who are not able to effectively use spoken language. AAC systems are an essential component of a student’s ability to access his/her world, including daily communication and school content. The provision of such systems is a high priority in the field and supports the emancipation of those with limited voice, power, and independence that must function within a social structure that has been designed for the more typically abled. The study employed a single-case multiple s

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Schladant, Michelle. "An Examination of Parent Perspectives on Augmentative and Alternative Communication Systems in Children with Fragile X Syndrome." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/556.

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The purposes of this qualitative inquiry were as follows: (a) to understand how mothers of children with fragile X syndrome (FXS) used augmentative and alternative communication (AAC) systems in the home, (b) to capture their views regarding AAC use, and (c) to examine the support they received in the process. Data was collected using participant observations, semi-structured interviews and review of archival educational records and were analyzed using grounded theory methods. Results revealed that for children with FXS, the interplay of children’s complex developmental challenges, mothers’

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Flores, Catherine Alexandra. "The effect of augmentative and alternative communication on the receptive language skills of children with developmental disabilities : a scoping review." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64958.

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Receptive language skills form the foundation for later expressive use and therefore play an important role in language development. The role of receptive language skills in the field of augmentative and alternative communication (AAC) has received limited attention as, historically, the function of AAC has been to enhance the expressive language skills of persons who rely on AAC. While this is an important role and the primary outcome of AAC intervention, the role of AAC intervention on receptive language skills is equally important. The ability of persons who rely on AAC to understand spoken

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Snyder, MacKenzie Renee. "Symbolic Organization in Children with Autism Spectrum Disorders." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1367585378.

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23

Nguyen, Vinh-An. "Expert Perspectives on Using Mainstream Mobile Technology for School-Age Children Who Require Augmentative and Alternative Communication (AAC)| A Policy Delphi Study." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608740.

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<p> Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts

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24

Chipinka, Megan. "The effects of augmented input on receptive and expressive language for native augmentative and alternative communication (AAC) users during shared storybook readings." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196441.

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<p> The study was a pre-experimental pre- and post-treatment single case study which focused on evaluating the effects of augmentative and alternative communication (AAC) modeling during shared storybook readings. Aided AAC modeling interventions provide verbal and visual language models to support language comprehension and use for children with complex communication needs (CCN). The study measured four aspects of change before and after the AAC modeling phase including a) the number of communicative turns by the AAC user; b) the complexity and length of the initiations and responses made by

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Stockley, Nicola. "The effect of augmented input on the auditory comprehension of narratives for persons with chronic aphasia." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64959.

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Background: Augmented input (AI) refers to any visual or linguistic strategy used by communication partners to increase the message comprehension of a person with aphasia. Previous research has focused on the type of AI, such as high versus low context images and linguistic versus visual supports, that can be used to facilitate improved auditory and reading comprehension. The results of these studies have been varied. To date, researchers have not evaluated the frequency of AI required to improve auditory comprehension of persons with chronic aphasia. Aims: The purpose of this study was

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Turner, Maribeth Lynn. "What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

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27

Parker, Amy R. "Conflict Resolution Behaviors and the Affect of Identity Standards and Empowerment Needs on Individuals Using External Augmentative and Alternative Communication Devices." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/shss_dcar_etd/39.

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Individuals with communication impairments (CI) are at a distinct disadvantage when attempting to interact through more traditional conversational means. Although their intentions may be similar to peers, physical limitations make verbal articulation of thoughts and feelings a more laborious undertaking. For some, the use of external augmentative and alternative communication (AAC) has offered an otherwise unavailable communicative opportunity. However, this type of communication requires more of the non-AAC using conversation partner and, unlike traditional forms of communication, may increas

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Orozco, Daniella. "Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7345.

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McGreevy, Fry, and Cornwall (2014) developed an assessment within the Essential for Living (EFL) manual for clinicians to identify which communication modality should be used for each individual. This assessment identifies an AAC based on the learner’s skills, level of problem behavior, similarities between AAC and vocal community, and size of the verbal community. However, to date, no research has evaluated if this assessment identifies the communication modality that will result in faster acquisition of mands in individuals with ASD. Thus, the purpose of this study was to compare acquisition

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Donofrio, Lacey M. Ms. "EFFECTS OF AN ANIMATED EXEMPLAR/NONEXEMPLAR PROGRAM TO TEACH THE RELATIONAL CONCEPT "ON" TO CHILDREN USING AAC." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1187798653.

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Wylie, Amy. "The effect of dual versus mono medium teaching on the ability of bilingual, typically developing children to label graphic symbols in two languages." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64977.

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A large portion of the world’s population is multilingual. This trend is reflected in the population with communication disorders, and therefore in people with complex communication needs (CCN). People with CCN may need alternative and augmentative communication (AAC) systems to facilitate their participation in daily life. These systems are often related to the language of the person’s community. Yet, if this person lives in a multilingual community, little current research is available to guide the design of AAC systems that give access to expression in more than one language. This pi

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King, Laura. "TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3600.

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This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation in

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Guinn, Dana M. "Proloquo2Go or SwiftKey Symbols: Which Leads to Better Acquisition of Targeted Phrases for a Student with Intellectual Disability and Articulation Concerns?" Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3196.

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Having a meaningful system for expressing common needs and thoughts is important for overall quality of life for students with intellectual disability and limited expressive language. The current study was conducted to evaluate whether one communication system, Proloquo2Go ($249.99) or SwiftKey Symbols (FREE), is more effective in the acquisition of targeted expressive phrases in one student with intellectual disability who exhibited expressive communication difficulties. The student was provided with instruction in both systems using task analytic instruction and system of least prompting and

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Huguet, Alice Audrey. "The iconicity of picture communication symbols for children with English additional language and intellectual disabilities." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26328.

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Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations wi

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Du, Plooy Amelia. "The impact of visual sequencing of pictures on the picture-based sentence construction of English-speaking Grade 2 learners." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/27898.

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The aim of this study was to determine the role of visual language input on PCS sentence construction. Thirty-nine participants were divided into two comparable groups and exposed to two inputs of presentations of PCS to investigate the impact of each input on the sentence construction of the participants. In the SVO input the sequence of buttons was in the normal English word order sequence (Subject-Verb-Object) and in the SOV input the word order was Subject-Object-Verb. Both input groups had to answer six questions by using PCS as well as speech. The findings indicated that the participants

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Overton, Katherine. "Perceptual Differences in Natural Speech and Personalized Synthetic Speech." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6921.

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The purpose of this study was to determine what perceptual differences existed between a natural recorded human voice and a synthetic voice that was created to sound like the same voice. This process was meant to mimic the differences between a voice that would be used for Message Banking and a voice that would be created by the ModelTalker system. Forty speech pathology graduate students (mean age = 23 years) rated voices on clarity, naturalness, pleasantness, and overall similarity. Analysis of data showed that the natural human voice was consistently rated as more natural, clear, and pleasa

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Dempsey, Laura M. "Evaluating the Effectiveness of Reading a First Person Narrative on the Attitudes of School-Age Children Toward Individuals Who Use AAC." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218065746.

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Bircanin, Filip. "Co-designing with adults with moderate to severe intellectual disabilities to enable active communication technology use." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233760/1/Filip_Bircanin_Thesis.pdf.

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This thesis describes a series of studies examining the role of technologies in supporting adults with intellectual disabilities to have their voices heard and express their competencies and interests in a day centre for people with intellectual disabilities. It offers insights on how communication unfolds through complex relations between adults with intellectual disabilities and their carers. This thesis also describes several working prototypes and shows new pathways for design of Alternative and Augmentative Communication devices. Overall, the research articulates a number of methodologica

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Pahisa, Solé Joan. "From telegraphic to natural language: an expansion system in a pictogrambased AAC application." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/461189.

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En aquesta tesi doctoral, presentem un sistema de compansió que transforma el llenguatge telegràfic (frases formades per paraules de contingut no flexionades), derivat de la comunicació augmentativa i alternativa (CAA) basada en pictogrames, a llenguatge natural en català i en castellà. El sistema ha sigut dissenyat per millorar la comunicació de persones usuàries de CAA que habitualment tenen greus problemes a la parla, així com problemes motrius, i que utilitzen mètodes de comunicació basats en pictogrames en el seu dia a dia. El sistema de compansió té dos components principals: un anali

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Holman, April M. "ANALYSIS OF STUDENT & TEACHER OUTCOMES FROM PRE-EXISTING DATA OBTAINED THROUGH THE LOW INCIDENCE INITIATIVE: TEACHING ACADEMIC AGE-APPROPRIATE LEARNING VIA COMMUNICATION PROJECT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/128.

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Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and

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Visser, Naomi Aletta. "The ability of four-year-old children to recognize basic emotions represented by graphic symbols." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/29503.

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Emotions are an essential part of development. There is evidence that young children understand and express emotions through facial expressions. Correct identification and recognition of facial expressions is important to facilitate communication and social interaction. Emotions are represented in a wide variety of symbol sets and systems in Alternative and Augmentative Communication (AAC) to enable a person with little or no functional speech to express emotion. These symbols consist of a facial expression with facial features to distinguish between emotions. In spite of the importance of exp

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Grobler, Gert H. "Experiences of blind high-school learners regarding computer use." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45889.

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The visually impaired community forms a small but integral part of South Africa with the potential to contribute meaningfully to its infrastructure and society, yet blind learners still seem to struggle with computer use. There are various barriers that stand between blind learners and computer access. In this study, I explore the experiences of blind high-school learners (n=4) with regards to computer use. A qualitative case study was applied as research design at a high-school for the visually impaired. Data sources included semi-structured interviews and focus-group discussions, which

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Ågren, Christine. "Användning av Alternativ och Kompletterande Kommunikation i grundsärskolan : Elever på tidig utvecklingsnivå." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41173.

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The purpose of this study has been to examine the use of augmentative and alternative communication in special school The study examine which methods and various purpose AAC used by and with the students and what it is that determines what form to use according to educators. The research shows how important communication is for a child's cognitive development and that it is largely a question of competence on how AAC is used in special school. It is a qualitative study based on observations at three different special schools and three interviews with five educators who all work with students h

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Larsson, Joline. "TAKK som enande språk." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47244.

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Uzunic, Nermana. "”Dina händer har du med dig hela tiden” En studie om pedagogernas användning utav TAKK i grundsärskolan ” Your hands do you have with you all the time ” A study of teachers use of TAKK in special school." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34394.

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SammanfattningSyfte: Syftet med studien är att undersöka pedagogernas användning utav TAKK i deras undervisning i grundsärskolan. Mina frågeställningar är: 1.På vilket sätt använder pedagogerna TAKK och i så fall varför?2.Vilka TAKK kunskaper har pedagogerna?3.Vilka andra kommunikationssätt använder pedagogerna?Metod: Datainsamlingen i studien genomfördes utifrån kvalitativa intervjuer med fem pedagoger på en grundsärskola i södra Sverige. Utöver intervjuer genomfördes under två dagar observationer, både i en träningsklass och i en särskoleklass. Intervjuerna transkriberades och en analys gj

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Bornman, Juan 1968. "The development of a primary level communication intervention protocol for children with severe disabilities." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/27719.

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Service delivery to children with severe disabilities (CSDs) in developing countries share some common characteristics. These include inaccessible services due to the fact that the majority of services are located in a few large cities, the focus of services are usually on school-age children (with few for pre-schoolers), many services require specialised staff and high technology equipment that is not always available and professionals who tend to work in isolation with minimal integration between services. A particularly vulnerable group within the sphere of CSDs are beginning communicators

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Goldberg, Miriam A. "Design and Testing of a Novel Communication System for Non-Vocal Critical Care Patients With Limited Manual Dexterity." eScholarship@UMMS, 2020. https://escholarship.umassmed.edu/gsbs_diss/1095.

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Nonvocal alert patients in the intensive care unit setting often struggle to communicate due to inaccessible or unavailable tools for augmentative and alternative communication. A novel communication tool, the Manually-Operated Communication System (MOCS), was developed for use in intensive care settings for patients unable to speak due to mechanical ventilation. It is a speech-generating device designed for patients whose limited manual dexterity precludes legible writing. In a single-arm device feasibility trial, 14 participants (11 with tracheostomies, 2 with endotracheal tubes, and 1 recen

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Kolatsis, Anna. "The effect of sequential exposure of colour conditions on rate and accuracy of graphic symbol location." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-02122009-181248.

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Du, Preez Anna Elizabeth. "The translucency values of Blissymbols as rated by typically developing Setswana learners." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10232007-115133.

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Dada, Shakila. "The impact of aided language stimulation on the receptive language abilities of children with little or no functional speech." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-135726.

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Penkler, Stephanie Nandl. "A Comparison of the graphic symbol utterances arranged by children with little or no functional speech and children with typical development." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/41316.

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The structure of graphic symbol utterance constructed by children with typical development and also children with little or no functional speech often differs considerably from spoken utterances. Whether the structure of graphic symbol utterances constructed by these two groups is influenced by similar factors is as yet unknown, as a systematic comparison between the two groups of children has not been conducted. This study aimed to investigate and compare the graphic symbol utterances arranged by children with little or no functional speech with those arranged by their typically developing pe

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