Communication aid provision and use among children and adolescents developing aided communication: an international survey

References

• Angelo, D.H., Jones, S.D., & Kokoska, S.M. (1995). A family perspective on augmentative and alternative communication: Families of young children. Augmentative and Alternative Communication, 11, 193–202. doi: 10.1080/07434619512331277319
   Google Scholar
• Baker, B. (1982). Minspeak: A semantic compaction system that makes self expression easier for communicatively disabled individuals. Byte, 7, 186–202.
   Google Scholar
• Batorowicz, B. (2015). Social context, participation, and goal-oriented communicative interaction of school aged children with motor impairments who use augmentative and alternative communication: Voice and choice (Doctoral dissertation). McMaster University, Hamilton, Ontario, Canada. Retrieved from https://macsphere.mcmaster.ca/handle/11375/18044
   Google Scholar
• Batorowicz, B., Campbell, F., von Tetzchner, S., King, G., & Missiuna, C. (2014). Social participation of school-aged children who use communication aids: The views of children and parents. Augmentative and Alternative Communication, 30, 237–251. doi: 10.3109/07434618.2014.940464
   PubMed Web of Science ®Google Scholar
• Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, 30–43. doi: 10.1080/07434610600807470
   PubMed Web of Science ®Google Scholar
• Bliss, C. (1965). Semantography (Blissymbolics). Sydney: Semantography Publications.
   Google Scholar
• Broberg, M., Ferm, U., & Thunberg, G. (2012). Measuring responsive style in parents who use AAC with their children: Development and evaluation of a new instrument. Augmentative and Alternative Communication, 28, 243–253. doi: 10.3109/07434618.2012.740686
   PubMed Web of Science ®Google Scholar
• Brodsky, P., Waterfall, H., & Edelman, S. (2007). Characterizing motherese: On the computational structure of child directed language. In D. McNamara, & J. Trafton (Eds.), Proceedings of the 29th Cognitive Science Society Conference (pp. 833–838). Austin, TX: Cognitive Science Society.
   Google Scholar
• Bruner, J. (1983). Child's talk. Oxford: Oxford University Press.
   Google Scholar
• Chiarello, L.A., Palisano, R.J., Maggs, J.M., Orlin, M.N., Almasri, N., Kang, L.J., & Chang, H.J. (2010). Family priorities for activity and participation of children and youth with cerebral palsy. Physical Therapy, 90, 1254–1264. doi: 10.2522/ptj.20090388
   PubMed Web of Science ®Google Scholar
• Clark, E. (2016). First language acquisition (3rd ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Clarke, M.T., Donlan, C., Lister, C., Wright, J., Newton, C., & Cherguit, J. (2007). The provision of communication aids to children in England: An analysis of applications to the Communication Aids Project. Child: Care, Health and Development, 33, 569–575. doi: 10.1111/j.1365-2214.2006.00712.x
   PubMed Web of Science ®Google Scholar
• Crain-Thoreson, C., Dahlin, M.P., & Powell, T.A. (2001). Parent-child interaction in three conversational contexts: Variations in style and strategy. New Directions for Child and Adolescent Development, 92, 23–38. doi: 10.1002/cd.13
   PubMedGoogle Scholar
• Dahlgren Sandberg, A. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine and Child Neurology, 48, 629–634. doi: 10.1017/S0012162206001344
   PubMed Web of Science ®Google Scholar
• Deliberato, D., & Alves Santos, V.A. (2009). Interação do aluno com deficiência sem oralidade frente a diferentes interlocutores [Interactions of a student with cerebral palsy and no speech with different interlocutors]. Educação em Questão(Education in Question), 34, 102–126.
   Google Scholar
• Deliberato, D., & Manzini, E.J. (2012). Identification of the communicative abilities of Brazilian children with cerebral palsy in the family context. Communication Disorders Quarterly, 33, 195–201. doi: 10.1177/1525740110384130
   Web of Science ®Google Scholar
• Deliberato, D., & von Tetzchner, S. (2016). Brazilian family attitudes toward aided communication intervention and use. Presented at the 17th Biennial Conference of International Society for Augmentative and Alternative Communication, Toronto, Canada, August 8–11, 2016.
   Google Scholar
• Deliberato, D., Manzini, E.J., & Guarda, N.S. (2004). Implementação de recursos suplementares de comunicação: participação da família na descrição de comportamentos comunicativos dos filhos [Implementation of augmentative and alternative communication: Family participation in the description of the child’s communicative behaviors]. Revista Brasileira de Educação Especial (Brazilian Journal of Special Education), 10, 199–220.
   Google Scholar
• Deliberato, D., Massaro, M., Goldoni, N.I., & Silveira, J.M.V. (2013). Programa de capacitação de famílias de crianças, jovens e adultos usuários de comunicação alternativa [Training program for families with children who use alternative communication]. Informática na Educação (Informatics in Education) (Online), 16, 89–102.
   Google Scholar
• Eliasson, A.C., Krumlinde-Sundholm, L., Rösblad, B., Beckung, E., Arner, M., Öhrvall, A.M., & Rosenbaum, P. (2006). The Manual Ability Classification System (MACS) for children with cerebral palsy: Scale development and evidence of validity and reliability. Developmental Medicine and Child Neurology, 48, 549–554. doi:10.1017/S0012162206001162
   PubMed Web of Science ®Google Scholar
• Ervin-Tripp, S.M. (1991). Play in language development. In B. Scales, A. Almy, M. Almy, A. Nicolopoulou, & S. M. Ervin-Tripp (Eds.), Play and the social context of development in early care and education (pp. 84–98). New York: Columbia Teachers College Press.
   Google Scholar
• Ferm, U., Ahlsén, E., & Björck-Åkesson, E. (2005). Conversational topics between a child with complex communication needs and her caregiver at mealtime. Augmentative and Alternative Communication, 21, 19–41. doi: 10.1080/07434610412331270507
   Web of Science ®Google Scholar
• Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
   Google Scholar
• Gregory, S. (1992). The language and culture of deaf people: Implications for education. Language and Education, 6, 183–197. doi: 10.1080/09500789209541337
   Google Scholar
• Hidecker, M.J.C., Paneth, N., Rosenbaum, P.L., Kent, R.D., Lillie, J., Eulenberger, J.B., … Taylor, K. (2011). Developing and validating the Communication Function Classification System (CFCS) for individuals with cerebral palsy. Developmental Medicine and Child Neurology, 53, 704–710. doi: 10.1111/j.1469-8749.2011.03996.x
   PubMed Web of Science ®Google Scholar
• Hockema, S., & Smith, L.B. (2009). Learning your language, outside in and inside-out. Linguistics, 47, 453–479. doi: 10.1515/LING.2009.016
   Web of Science ®Google Scholar
• Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. doi: 10.1016/j.dr.2005.11.002
   Web of Science ®Google Scholar
• Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L.V. (2010). Sources of variability in children's language growth. Cognitive Psychology, 61, 343–365. doi:10.1016/j.cogpsych.2010.08.002
   PubMed Web of Science ®Google Scholar
• Jennische, M., & Zetterlund, M. (2015). Interpretation and construction of meaning of Bliss-words in children. Augmentative and Alternative Communication, 31, 97–107. doi10.3109/07434618.2015.1036117
   PubMed Web of Science ®Google Scholar
• Johnson, R. (1992). The Picture Communication Symbols (PCS) (Book II). Solana Beach: Mayer-Johnson.
   Google Scholar
• Jonsson, A., Kristoffersson, L., Ferm, U., & Thunberg, G. (2011). The ComAlong communication boards: Parents’ use and experiences of aided language stimulation. Augmentative and Alternative Communication, 27, 103–116. doi:10.3109/07434618.2011.580780
   PubMed Web of Science ®Google Scholar
• Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204. doi: 10.1080/07434610400006646
   Web of Science ®Google Scholar
• Kent-Walsh, J., Binger, C., & Malani, M. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPACCT Program. Early Childhood Services, 4, 155–170.
   Google Scholar
• Ko, M.L.B., McConachie, H., & Jolleff, N. (1991). Outcome of recommendations for augmentative communication in children. Child: Health, Care and Development, 24, 195–205. doi: 10.1046/j.1365-2214.1998.00065.x
   Google Scholar
• Kurmanaviciute, R., & Stadskleiv, K. (2017). Assessment of verbal comprehension and non-verbal reasoning when standard response mode is challenging: A comparison of different response modes and an exploration of their clinical usefulness. Cogent Psychology, 4, 1275416. doi: 10.1080/23311908.2016.1275416
   Web of Science ®Google Scholar
• Liboiron, N., & Soto, G. (2006). Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices. Child Language Teaching and Therapy, 22, 69–95. doi: 10.1191/0265659006ct298oa
   Google Scholar
• Light, J. (1985). The communicative interaction patterns of young nonspeaking physically disabled children and their primary caregivers. Toronto: Blissymbolics Communication Institute.
   Google Scholar
• Lock, A.J. (1980). The guided reinvention of language. London: Academic Press.
   Google Scholar
• Lund, S.K., & Light, J. (2006). Long-term outcomes for individuals who use augmentative and alternative communication: Part I – What is a “good” outcome? Augmentative and Alternative Communication, 22, 284–299. doi:10.1080/07434610600718693
   PubMed Web of Science ®Google Scholar
• Maharaj, S. (1980). Pictogram Ideogram Communication (PIC). Regina, Canada: The George Reed Foundation for the Handicapped.
   Google Scholar
• Marvin, C.A. (1994). Cartalk! Conversational topics of preschool children en route home from school. Language, Speech and Hearing Services in Schools, 25, 146–155. doi: 10.1044/0161-1461.2503.146
   Google Scholar
• Mashburn, A.J., Justice, L.M., Downer, J.T., & Pianta, R.C. (2009). Peer effects on children’s language achievement during pre‐kindergarten. Child Development, 80, 686–702. doi: 10.1111/j.1467-8624.2009.01291.x
   PubMed Web of Science ®Google Scholar
• McCord, S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American Families. Augmentative and Alternative Communication, 20, 209–227. doi: 10.1080/07434610400005648
   Google Scholar
• Mechling, L.C., & Cronin, B. (2006). Computer-based video instruction to teach the use of augmentative and alternative communication devices for ordering at fast-food restaurants. Journal of Special Education, 39, 234–245. doi: 10.1177/00224669060390040401
   Web of Science ®Google Scholar
• Nelson, K. (1981). Individual differences in language development: Implications for development and language. Developmental Psychology, 17, 170–187. doi: 10.1037/0012-1649.17.2.170
   Web of Science ®Google Scholar
• Nelson, K. (2007). Young minds in social worlds: Experience, meaning and memory. Cambridge, MA: Harvard University Press.
   Google Scholar
• Ochs, E., & Shohet, M. (2006). The cultural structuring of mealtime socialization. New Directions for Child and Adolescent Development, 111, 35–49. doi: 10.1002/cd.154
   PubMedGoogle Scholar
• Palisano, R., Rosenbaum, P., Walter, S., Russell, D., Wood, E., & Galuppi, B. (1997). Development and reliability of a system to classify gross motor function in children with cerebral palsy. Developmental Medicine and Child Neurology, 39, 214–223. doi: 10.1111/j.1469-8749.1997.tb07414.x
   PubMed Web of Science ®Google Scholar
• Parsons, T. (1991). The social system. London, UK: Routledge.
   Google Scholar
• Pennington, L., & Noble, E. (2010). Acceptability and usefulness of the group interaction training programme It Takes Two to Talk to parents of pre‐school children with motor disorders. Child: Care, Health and Development, 36, 285–296. doi: 10.1111/j.1365-2214.2009.01054.x
   PubMed Web of Science ®Google Scholar
• Pennington, L., Virella, D., Mjøen, T., da Graça Andrada, M., Murray, J., …. CruzPage, J. (2013). Development of The Viking Speech Scale to classify the speech of children with cerebral palsy. Research in Developmental Disabilities, 34, 3202–3210. doi: 10.1016/j.ridd.2013.06.035
   PubMed Web of Science ®Google Scholar
• Rowe, M.L., Levine, S.C., Fisher, J.A., & Goldin-Meadow, S. (2009). Does linguistic input play the same role in language learning for children with and without early brain injury? Developmental Psychology, 45, 90–102. doi: 10.1037/a0012848
   PubMed Web of Science ®Google Scholar
• Sameshima, F.S., & Deliberato, D. (2009). Habilidades expressivas de um grupo de alunos com paralisia cerebral na atividade de jogo [Expressive abilities of a group of students with cerebral palsy during game activities]. Revista da Sociedade Brasileira de Fonoaudiologia [Journal of the Brazilian Society of Speech-Language Pathology], 14, 219–224. doi: 10.1590/S1516-80342009000200013
   Google Scholar
• Sennott, S.C., Light, J.C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41, 101–115. doi: 10.1177/1540796916638822
   Web of Science ®Google Scholar
• Silva, A.N., Manzini, E.J., & Deliberato, D. (2009). Estratégias de mediação em atividade de reconto de histórias com alunos sem oralidade [Mediation strategies of students without speech in story-telling activities]. Série-Estudos [Series-Studies] (UCDB), 28, 119–134.
   Google Scholar
• Singh, S.J., Hussein, N.H., Kamal, R.M., & Hassan, F.H. (2017). Reflections of Malaysian parents of children with developmental disabilities on their experience with AAC. Augmentative and Alternative Communication, 33, 110–120. doi: 10.1080/07434618.2017.1309457
   PubMed Web of Science ®Google Scholar
• Smith, A.L., & Hustad, K.C. (2015). AAC and early intervention for children with cerebral palsy: Parent perceptions and child risk factors. Augmentative and Alternative Communication, 31, 336–350. doi: 10.3109/07434618.2015.1084373
   PubMed Web of Science ®Google Scholar
• Smith, M.M. (2005). Literacy and augmentative and alternative communication. London: Academic Press.
   Google Scholar
• Smith, M.M. (2015). Language development of individuals who require aided communication: Reflections on state of the science and future research directions. Augmentative and Alternative Communication, 31, 215–233. doi: 10.3109/07434618.2015.1062553
   PubMed Web of Science ®Google Scholar
• Smith, M.M., Murray, J., von Tetzchner, S., & Langang, P. (2010). A tale of transitions: The challenges of integrating speech synthesis in aided communication. In J. Mullennix & S. Stern (Eds.), Computer synthesized speech technologies: Tools for aiding impairment (pp. 234–256). Hershey, PA: IGI Global.
   Google Scholar
• Smith-Lewis, M. (1994). Discontinuity in the development of aided augmentative and alternative communication systems. Augmentative and Alternative Communication, 10, 14–26. doi: 10.1080/07434619412331276730
   Google Scholar
• Soderstrom, M., & Wittebolle, K. (2013). When do caregivers talk? The influences of activity and time of day on caregiver speech and child vocalizations in two childcare environments. PLoS One, 8, e80646. doi: 10.1371/journal.pone.0080646
   PubMed Web of Science ®Google Scholar
• Soto, G., & von Tetzchner, S. (2003). Augmentative and alternative communication development through participation in socio-cultural activities in shared educational settings. In S. von Tetzchner & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 287–299). London, UK: Whurr/Wiley.
   Google Scholar
• Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
   Google Scholar
• Tomasello, M. (2009). Why we cooperate. London: The MIT Press.
   Google Scholar
• van Balkom, H., & Welle Donker-Gimbrere, M. (1996). A psycholinguistic approach to graphic language use. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 153–170). London: Whurr/Wiley.
   Google Scholar
• Voils, C.I., Sandelowski, M., Barroso, J., & Hasselblad, V. (2008). Making sense of qualitative and quantitative findings in mixed research synthesis studies. Field Methods, 20, 3–25. doi: 10.1177/1525822X07307463
   PubMed Web of Science ®Google Scholar
• von Tetzchner, S. (1997). The use of graphic language intervention among young children in Norway. European Journal of Disorders of Communication, 32, 217–234. doi: 10.1080/13682829709177098
   PubMedGoogle Scholar
• von Tetzchner, S. (2015). The semiotics of aided language development. Cognitive Development, 26, 180–190. doi: 10.1016/j.cogdev.2015.09.009
   Google Scholar
• von Tetzchner, S. (2018). Introduction to the special issue on aided language processes, development, and use: An international perspective. Augmentative and Alternative Communication, 34, 2–15. doi:10.1080/07434618.2017.1422020
   Google Scholar
• von Tetzchner, S., & Basil, C. (2011). Terminology and notation in written representations of conversations with augmentative and alternative communication. Augmentative and Alternative Communication, 27, 141–149. doi: 10.3109/07434618.2011.610356
   PubMed Web of Science ®Google Scholar
• von Tetzchner, S., Hoiting, N., Küntay, A.C., & Slobin, D.I. (2008). Variation sets in child-directed language: Implication for intervention with alternative means of communication. Presented at the 13th Biennial Conference of the International Society for Augmentative and Alternative, Montreal, Canada.
   Google Scholar
• von Tetzchner, S., & Martinsen, H. (2000). Introduction to augmentative and alternative communication (2nd ed.). London: Whurr/Wiley.
   Google Scholar
• von Tetzchner, S., & Stadskleiv, K. (2016). Constructing a language in alternative forms, In M. M. Smith & J. Murray (Eds.), The silent partner? Language, interaction and aided communication (pp. 17–34). Guildford, UK: J&R Press.
   Google Scholar
• Vygotsky, L. (1986). Thought and Language. Translation newly revised and edited by Alex Kozulin. Cambridge, MA: The MIT Press.
   Google Scholar
• Walter, C.C.F., Nunes, L.R.P., & von Tetzchner, S. (2015). Avaliação de linguagem expressiva de usuários de comunicação alternativa [Assessment of expressive language in users of alternative communication]. In R. Y. S. Chun, L. Reily, & E. C. Moreira (Eds.), Comunicação alternativa: Ocupando territórios [Alternative communication: Occupying territories] (pp. 241–254). São Carlos, São Paulo: Marquezine and Manzini.
   Google Scholar
• Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24, 2143–2152. doi: 10.1177/0956797613488145
   PubMed Web of Science ®Google Scholar