TEAM: A Taxonomy of Clinical Decision-Making for Communication Intervention in People With Severe Intellectual Disability Including AAC

References

• Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: A systematic review. Augmentative and Alternative Communication, 33(3), 149–159. https://doi.org/10.1080/07434618.2017.1338752
   PubMed Web of Science ®Google Scholar
• Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children and adults with complex communication needs (Vol. 4). Baltimore, MD: Paul H. Brookes Pub.
   Google Scholar
• Bornman, J. (2011). Low technology. In O. Wendt (Ed.), Assistive technology: Principles and applications for communication disorders and special education. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9781780522951_007
   Google Scholar
• Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., … Siegel, E. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. doi:10.1352/1944-7558-121.2.121
   PubMedGoogle Scholar
• Bunning, K. (1998). To engage or not to engage? Affecting the interactions of learning disabled adults. International Journal of Language & Communication Disorders, 33(sup1), 386–391. https://doi.org/10.3109/13682829809179456
   PubMedGoogle Scholar
• Bunning, K. (2009). Making sense of communication. In J. Pawlyn & S. Carnaby (Eds.), Profound intellectual and multiple disabilities: Nursing complex needs. Oxford: Wiley-Blackwell.
   Google Scholar
• Buntinx, W. H., & Schalock, R. L. (2010). Models of disability, quality of life, and individualized supports: implications for professional practice in intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 7(4), 283–294. https://doi.org/10.1111/j.1741-1130.2010.00278.x
   Web of Science ®Google Scholar
• Butterfield, N., & Arthur, M. (1995). Shifting the focus: Emerging priorities in communication programming for students with a severe intellectual disability. Education and Training in Mental Retardation and Developmental Disabilities, 30(1), 41–50.
   Google Scholar
• Carlin, C. H., Boarman, K., & Brady, E. E. (2016). Guiding student clinicians as they develop AAC goals and monitor progress during school-based externship. Perspectives of the ASHA Special Interest Groups, 1(12), 32–40. https://doi.org/10.1044/persp1.SIG12.32
   Google Scholar
• Carpenter, C. D., Bloom, L. A., & Boat, M. B. (1999). Guidelines for special educators. Intervention in School and Clinic, 34(3), 143–149. doi:10.1177/105345129903400304
   Web of Science ®Google Scholar
• Costigan, F. A., & Light, J. (2010). A review of preservice training in augmentative and alternative communication for speech-language pathologists, special education teachers, and occupational therapists. Assistive Technology, 22(4), 200–212. doi:10.1080/10400435.2010.492774
   PubMed Web of Science ®Google Scholar
• Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC assessment and clinical-decision making: the impact of experience. Alternative and Augmentative Communication, 28(3), 148–159. doi:10.3109/07434618.2012.704521
   PubMed Web of Science ®Google Scholar
• Glacken, M., Healy, D., Gilrane, U., Gowan, S. H., Dolan, S., Walsh-Gallagher, D., & Jennings, C. (2018). Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication. Journal of Intellectual Disabilties, 1744629518790825. doi:10.1177/1744629518790825
   PubMed Web of Science ®Google Scholar
• Goldbart, J., & Caton, S. (2010). Communication and people with the most complex needs: What works and why this is essential. London: Research Institute for Health and Social Change.
   Google Scholar
• Goldbart, J., Chadwick, D., & Buell, S. (2014). Speech and language therapists’ approaches to communication intervention with children and adults with profound and multiple learning disability. International Journal of Language & Communication Disorders, 49(6), 687–701. doi:10.1111/1460-6984.12098
   PubMed Web of Science ®Google Scholar
• Grove, N. (Ed.). (2012). Using storytelling to support children and adults with special needs: Transforming lives through telling tales. London: Routledge.
   Google Scholar
• Hustad, K. C., Keppner, K., Schanz, A., & Berg, A. (2008). Augmentative and alternative communication for preschool children: Intervention goals and use of technology. Seminars in Speech and Language, 29(2), 83–91. doi:10.1055/s-2008-1080754
   PubMedGoogle Scholar
• Hutchinson, N., & Bodicoat, A. (2015). The effectiveness of intensive interaction: a systematic literature review. Journal of Applied Research in Intellectual Disabilities, 28(6), 437–454. https://doi.org/10.1111/jar.12138
   PubMed Web of Science ®Google Scholar
• Iacono, T., Lyon, K., & West, D. (2011). Nonelectronic communication aids for people with complex communication needs. International Journal of Speech Language Pathology, 13(5), 399–410. doi:10.3109/17549507.2011.482162
   PubMed Web of Science ®Google Scholar
• Kaiser, A., & Wright, C. (2013). Enhanced milieu teaching: Incorporating AAC into naturalistic teaching with young children and their partners. Perspectives on Augmentative and Alternative Communication, 22(1), 37–50. doi:10.1044/aac22.1.37
   Google Scholar
• Kamhi, A. G. (2011). Balancing certainty and uncertainty in clinical practice. Language Speech and Hearing Services in Schools, 42(1), 59. doi:10.1044/0161-1461(2009/09-0034)
   PubMedGoogle Scholar
• Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Alternative and Augmentative Communication, 31(4), 271–284. doi:10.3109/07434618.2015.1052153
   PubMed Web of Science ®Google Scholar
• King, G., Batorowicz, B., & Shepherd, T. A. (2008). Expertise in research-informed clinical decision making: Working effectively with families of children with little or no functional speech. Evidence-Based Communication Assessment and Intervention, 2(2), 106–116. doi:10.1080/17489530802296897
   Google Scholar
• Klang, N., Rowland, C., Fried-Oken, M., Steiner, S., Granlund, M., & Adolfsson, M. (2016). The content of goals in individual educational programs for students with complex communication needs. Alternative and Augmentative Communication, 32(1), 41–48. doi:10.3109/07434618.2015.1134654
   PubMed Web of Science ®Google Scholar
• Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. doi:10.1007/s10803-014-2201-z
   PubMed Web of Science ®Google Scholar
• Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935–2942. https://doi.org/10.1016/j.ridd.2011.05.009
   PubMed Web of Science ®Google Scholar
• Lancioni, G. E., Sigafoos, J., O’Reilly, M. F., & Singh, N. N. (2013). Speech-generating devices for communication and social development. In O. Wendt (Ed.), Assistive technology: Interventions for individuals with severe/ profound and multiple disabilities (pp. 41–71). New York, NY: Springer.
   Google Scholar
• Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18. doi:10.3109/07434618.2014.885080
   PubMed Web of Science ®Google Scholar
• Lof, G. L. (2011). Science-based practice and the speech-language pathologist. International Journal of Speech Language Pathology, 13(3), 189–196. doi:10.3109/17549507.2011.528801
   PubMed Web of Science ®Google Scholar
• Lum, C. (2005). Scientific thinking in speech and language therapy. New York, NY: Psychology Press.
   Google Scholar
• Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, Speech, and Hearing Services in Schools, 48(1), 56–68. doi:10.1044/2016_LSHSS-15-0086
   PubMed Web of Science ®Google Scholar
• McCurtin, A., & Healy, C. (2017). Why do clinicians choose the therapies and techniques they do? Exploring clinical decision-making via treatment selections in dysphagia practice. International Journal of Speech Language Pathology, 19(1), 69–76. doi:10.3109/17549507.2016.1159333
   PubMed Web of Science ®Google Scholar
• Nind, M. (1996). Efficacy of intensive interaction: Developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver-infant interaction. European Journal of Special Needs Education, 11(1), 48–66. doi:10.1080/0885625960110104
   Google Scholar
• Notari-Syverson AR and Shuster SL. (1995) Putting real-life skills into IEP/IFSPS for infants and young children. TEACHING Exceptional Children 27: 29–32. https://doi.org/10.1177/004005999502700207
   Google Scholar
• Ogletree, B. T., Bruce, S. M., Finch, A., Fahey, R., & McLean, L. (2011). Recommended communicationbased interventions for individuals with severe intellectual disabilities. Communication Disorders Quarterly, 32(3), 164–175. doi:10.1177/1525740109348791
   Web of Science ®Google Scholar
• Ogletree, B. T., & Pierce, H. K. (2010). AAC for individuals with severe intellectual disabilities: ideas for nonsymbolic communicators. Journal of Developmental and Physical Disabilities, 22(3), 273–287. doi:10.1007/s10882-009-9177-1
   Web of Science ®Google Scholar
• Roche, L., Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., Green, V. A., Sutherland, D., … Edrisinha, C. D. (2014). Tangible symbols as an AAC option for individuals with developmental disabilities: A systematic review of intervention studies. Augmentative and Alternative Communication, 30(1), 28–39. https://doi.org/10.3109/07434618.2013.878958
   PubMed Web of Science ®Google Scholar
• Siegel-Causey, E., & Bashinski, S. M. (1997). Enhancing initial communication and responsiveness of learners with multiple disabilities. Focus on Autism and Other Developmental Disabilities, 12(2), 105–120. doi:10.1177/108835769701200206
   Google Scholar
• Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., Lang, R., Singh, N. N., Didden, R., … Marschik, P. B. (2016). Communication. In N. N. Singh (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 823–850). New York, NY: Springer International Publishing.
   Google Scholar
• Sigafoos, J., Woodyatt, G., Keen, D., Tait, K., Tucker, M., Roberts-Pennell, D., & Pittendreigh, N. (2000) Identifying potential communicative acts in children with developmental and physical disabilities. Communication Disorders Quarterly, 21, 77–86. https://doi.org/10.1177/152574010002100202
   Google Scholar
• Smidt A. (2010). A model of observational screening for the analysis of interaction and communication (MOSAIC). Sydney, NSW: Andy Smidt.
   Google Scholar
• Smidt, A., & Huzmeli, A. (2018). Choosing from the smorgasboard of interventions for people with CCN: A clinical decision-making framework. Paper presented at the ISAAC, Gold Coast Australia.
   Google Scholar
• Snell, M. E., Brady, N., McLean, L., Ogletree, B T.,. Siegel, E., Sylvester, L., … Sevcik, R. (2010). Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities. American Journal of Intellectual and Developmental Disabilities, 115(5), 364–380. doi:10.1352/1944-7558-115-5.364
   PubMedGoogle Scholar
• van der Meer, L., Matthews, T., Ogilvie, E., Berry, A., Waddington, H., Balandin, S Sigafoos, J. (2017). Training direct-care staff to provide communication intervention to adults with intellectual disability: A systematic review. American Journal of Speech and Language Pathology, 26(4), 1279–1295. doi:10.1044/2017_AJSLP-16-0125
   PubMed Web of Science ®Google Scholar
• Van Dijk, J. (1966). The first steps of the deaf-blind child towards language. International Journal for the Education of the Blind, 15(1), 112–115.
   Google Scholar
• Wade DT. (2009) Goal setting in rehabilitation: an overview of what, why and how. Clinical Rehabilitation 23: 291–295. https://doi.org/10.1177/0269215509103551
   PubMed Web of Science ®Google Scholar
• World Health Organization. (2001). International classification of functioning, disability and health (ICF). Geneva, Switzerland: Author.
   Google Scholar
• World Health Organization. (2007). International classification of functioning, disability and health: Children and youth version: ICF-CY. Geneva, Switzerland: Author.
   Google Scholar