154
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Environmental factors contributing to using spelling in communication: Perceptions of literate aided communicators

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Received 19 Oct 2023, Accepted 20 May 2024, Published online: 08 Jun 2024

References

  • Atterström, A., Malmqvist, J., Anderberg, E., & Swärd, A.-K. (2021). Experiences about reading and writing development narrated by students with severe speech and physical impairment. International Journal of Disability, Development and Education, 70(6), 1–19. https://doi.org/10.1080/1034912x2021.1940880
  • 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 parents and children. Augmentative and Alternative Communication, 30(3), 237–251. https://doi.org/10.3109/07434618.2014.940464
  • Batorowicz, B., King, G., Mishra, L., & Missiuna, C. (2016). An integrated model of social environment and social context for pediatric rehabilitation. Disability and Rehabilitation, 38(12), 1204–1215. https://doi.org/10.3109/09638288.2015.1076070
  • Batorowicz, B., Smith, M., Neuvonen, K., Finak, P., & von Tetzchner, S. (2023). Understanding 5–6-year-old children’s competence in interaction: Communication tasks. ISAAC.
  • Batorowicz, B., Stadskleiv, K., Renner, G., Sandberg, A. D., & von Tetzchner, S. (2018). Assessment of aided comprehension and use in children and adolescents with severe speech and motor impairments. Augmentative and Alternative Communication, 34(1), 54–67. https://doi.org/10.1080/07434618.2017.1420689
  • Beneteau, E. (2020). Who are you asking?: Qualitative methods for involving AAC users as primary research participants [Paper presentation]. https://doi.org/10.1145/3313831.3376883
  • Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Paul Brooks Publishing.
  • Binger, C., & Light, J. (2008). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 24(2), 123–138. https://doi.org/10.1080/07434610701830587
  • Bryant, A., & Charmaz, K. (2019). The SAGE handbook of current developments in grounded theory. Sage.
  • Burnham, S., Finak, P., Henderson, J., Gaurav, N., Batorowicz, B., Pinder, S., & Davies, C. (2023). Models and frameworks for guiding assessment for aided augmentative and alternative communication (AAC): A scoping review. Disability and Rehabilitation: Assistive Technology, 19(4), 1758–1772. https://doi.org/10.1080/17483107.2023.2233986
  • Caron, J., & Light, J. (2016). Social media has opened a world of open communication: Experiences of adults with cerebral palsy who use augmentative and alternative communication and social media. Augmentative and Alternative Communication, 32(1), 25–40. https://doi.org/10.3109/07434618.2015.1052887
  • Caron, J., Light, J., & McNaughton, D. (2021). Effects of a literacy feature in an augmentative and alternative communication app on single-word reading of individuals with severe autism spectrum disorders. Research and Practice for Persons with Severe Disabilities: The Journal of TASH, 46(1), 18–34. https://doi.org/10.1177/1540796921992123
  • Charmaz, K. (2006). Constructing grounded theory: A Practical guide through qualitative analysis. Sage.
  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.
  • Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17(1), 11–26. https://doi.org/10.1080/aac.17.1.11.26
  • Dahlgren Sandberg, A., & Hjelmquist, E. (1996). Phonological awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication, 12(3), 138–154. https://doi.org/10.1080/07434619612331277598
  • Dattilo, J., Estrella, G., Estrella, L. J., Light, J., McNaughton, D., & Seabury, M. (2008). I have chosen to live life abundantly”: Perceptions of leisure by adults who use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 24(1), 16–28. https://doi.org/10.1080/07434610701390558
  • Dietz, A., Quach, W., Lund, S., & McKelvey, M. (2012). AAC assessment and clinical decision-making: The impact of experience. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 28(3), 148–159. https:/ https://doi.org/10.3109/07434618.2012.704521
  • Erickson, K. (2017). Comprehensive literacy instruction, interprofessional collaborative practice, and students with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 193–205. https://doi.org/10.1044/2017_AJSLP-15-0067
  • Erickson, K., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore: Brookes.
  • Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
  • Fulcher-Rood, K., & Higginbotham, J. (2019). Interacting with persons who have ALS: Time, media, modality and collaboration via speech-generating devices. Topics in Language Disorders, 39(4), 370–388. https://doi.org/10.1097/LTD.0000000000000195
  • Hart, P., Scherz, J. K., Apel, K., & Hodson, B. (2007). Analysis of spelling error patterns of individuals with complex communication needs and physical impairments. Augmentative and Alternative Communication, 23(1), 16–29. https://doi.org/10.1080/07434610600802737
  • Hennekam, S., Ladge, J., & Shymko, Y. (2020). From zero to hero: An exploratory study examining sudden hero status among nonphysician health care workers during covid-19 pandemic. Journal of Applied Psychology, 105(10), 1088–1100. https://doi.org/10.1037/10000832
  • Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
  • Jagoe, C., & Smith, M. (2016). Relevance in the context of multimodality and aided communication. In M. Smith, The silent partner? Language, interaction, and aided communication (pp. 229–245). J & R Press Ltd.
  • Kent-Walsh, J., Murza, K., Malani, M., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 31(4), 271–284. https://doi.org/10.3109/07434618.2015.1052153
  • Koppenhaver, D. (2000). Literacy in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16(4), 270–279. https://doi.org/10.1080/07434610012331279124
  • Koppenhaver, D., Evans, D., & Yoder, D. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7(1), 20–33. https://doi.org/10.1080/07434619112331275653
  • Larsson, M., Dahlgren Sandberg, A., & Smith, M. (2009). Early reading and spelling abilities in children with severe and speech physical impairment: A cross-linguistic comparison. Research in Developmental Disabilities, 30(1), 77–95. https://doi.org/10.1016/j.ridd.2007.11.003
  • Light, J., & McNaughton, D. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33–46. https://doi.org/10.1097/00011363-199302000-00005
  • Lincoln, S., & Guba, G. (1985). Naturalistic Inquiry. Beverly Hills, Calif.: Sage.
  • Machalicek, W., Sanford, A., Lang, R., Rispoli, M., Molfenter, N., & Mbeseha, M. K. (2010). Literacy interventions for students with physical and developmental disabilities who use aided AAC devices: A systematic review. Journal of Developmental and Physical Disabilities, 22(3), 219–240. https://doi.org/10.1007/s10882-009-9175-3
  • McCarthy, J., Beukelman, D., & Hogan, T. (2011). Impact of computerized” sounding out” on spelling performance of a child who uses AAC: A preliminary report. ASHA Wire, 20(4), 119–124. https://doi.org/10.1044/aac20.4.119
  • McNaughton, D., Light, J., & Arnold, K. (2002). Getting your wheel in the door”: Successful full-time experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication, 18(2), 59–76. https://doi.org/10.1080/07434610212331281171
  • Morris, M. A., Dudgeon, B. J., & Yorkston, K. (2013). A qualitative study of adult AAC users’ experiences communicating with medical providers. Disability and Rehabilitation: Assistive Technology, 8(6), 472–481. https://doi.org/10.3109/1783107.2012.746398
  • Nurjannah, I., Mills, J., Park, J., & Usher, K. (2014). Conducting a Grounded Theory Study in a language other than English: Procedures for ensuring the integrity of translation. sgo.sagepub.com (January-March), 4(1), 1–10. https:/ https://doi.org/10.1177/21582440/4528920
  • Patton, M. (2003). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). Sage Publications.
  • Raghavendra, P. (2009). The effects of speech and print feedback on spelling performance of a child with cerebral palsy using a speech generating device. Disability and Rehabilitation: Assistive Technology, 2(5), 299–308. http://doi.org/10.1080/17483100701256388
  • Saracho, O. N. (2001). Exploring young children’s literacy development through play. Early Childhood Development and Care, 267(1), 103–114. https://doi.org/10.1080/0300443011670109
  • Sbaraini, A., Carter, S. M., Evans, R. W., & Blinkhorn, A. (2011). How to do a grounded theory study: A worked example of a study of dental practices. BMC Medical Research Methodology, 11(1), 128. https://doi.org/10.1186/1471-2288-11-128
  • Schlosser, R., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18(2), 102–123. https://doi.org/10.1080/07434610212331281201
  • Schraeder, K., Reid, G., & Belle Brown, J. (2019). An exploratory study of children’s mental health providers’ perspectives on the transition to adult care for young adolescents in the Canadian context. Journal of Pediatric Nursing, 49, 51–59. https://doi.org/10.1016/j.pedn.2019.08.015
  • Smith, M. (2005). Literacy and augmentative and alternative communication. Elsevier Academic Press.
  • Smith, M. (2023). Clinical cases in augmentative and alternative communication. Routledge.
  • Smith, M., Batorowicz, B., Sandberg, D., Murray, J., Stadskleiv, K., van Balkom, H., Neuvonen, K., & von Tetzchner, S. (2018). Constructing narratives to describe video events using aided communication. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 34(1), 40–53. https://doi.org/10.1080/07434618.2017.1422018
  • Smith, M., & Murray, J. (2016). In M. Smith, The silent partner? Language, interaction and aided communication. (pp. 102–115). J & R Press Ltd.
  • Smith, M., Sandberg, A. D., & Larsson, M. (2009). Reading and spelling in children with severe speech and physical impairments: A comparative study. International Journal of Language & Communication Disorders, 44(6), 864–882. https://doi.org/10.1080/13682820802389873
  • Spracher, M. (2000). Learning about literacy: SLP play key role in reading, writing. The ASHA Leader, 5(8), 1–19. https://doi.org/10.1044/leader.SCM.05082000.1
  • Stadskleiv, K., Batorowicz, B., Sandberg, A. D., Launonen, K., Murray, J., Neuvonen, K., Oxley, J., Renner, G., Smith, M. M., Soto, G., van Balkom, H., Walter, C., Yang, C.-K., & von Tetzchner, S. (2022). Aided communication, mind understanding and and co-construction of meaning. Developmental Neurorehabilitation, 25(8), 518–530. https://doi.org/10.1080/17518423.2022.2099030
  • Sturm, J. (2003). Writing in AAC. The ASHA Leader, 8(16), 8–27. https://doi.org/10.1044/leader.FTR208162003.8
  • Sturm, J. M., & Clendon, S. A. (2004). Augmentative and alternative communication, language, and literacy: Fostering the relationship. Topics in Language Disorders, 24(1), 76–91. https://doi.org/10.1097/00011363-200401000-00008
  • Sturm, J. M., Spadorcia, S. A., Cunningham, J. W., Cali, K. S., Staples, A., Erickson, K., Yoder, D. E., & Koppenhaver, D. A. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 22(1), 21–36. https://doi.org/10.1080/07434610500243826
  • Vandervelden, M., & Siegel, L. (2001). Phonological processing in written word learning: Assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication, 17(1), 37–51. https://doi.org/10.1080/aac.17.1.37.51
  • Von Tetzchner, S. (2018). Introduction to the special issue on aided language processes, development, and use: An international perspective. Augmentative and Alternative Communication, 34(1), 1–15. https://doi.org/10.1080/07434618.2017.1422020
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Williams, M., & Rask, H. (2003). Literacy through play: How families with able children support their literacy development. Early Child Development and Care, 173(5), 527–533. https://doi.org/10.1080/0300443032000088276

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.