641
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

The behavioural process underlying augmentative and alternative communication usage in direct support staff

, &

References

  • Batorowicz, B., & Shepherd, T. A. (2011). Teamwork in AAC: Examining clinical perceptions. Augmentative and Alternative Communication, 27, 16–25. doi:10.3109/07434618.2010.546809
  • Beck, A. R., Stoner, J. B., & Dennis, M. L. (2009). An investigation of aided language stimulation: Does it increase AAC use with adults with developmental disabilities and complex communication needs? Augmentative and Alternative Communication, 25, 42–54. doi:10.1080/07434610802131059
  • Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore, MD: Brookes.
  • Bradshaw, J. (2001). Complexity of staff communication and reported level of understanding skills in adults with intellectual disability. Journal of Intellectual Disability Research, 45, 233–243. doi:10.1046/j.1365-2788.2001.00318.x
  • Bradshaw, J., & Goldbart, J. (2013). Staff views of the importance of relationships for knowledge development: Is training by specialists a waste of money? Journal of Applied Research in Intellectual Disabilities, 26, 284–298. doi:10.1111/jar.12020
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
  • Calculator, S. (1999). AAC outcomes for children and youths with severe disabilities: When seeing is believing. Augmentative and Alternative Communication, 15, 4–12. doi:10.1080/07434619912331278525
  • Chadwick, D. D., & Jolliffe, J. (2009). A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities. British Journal of Learning Disabilities, 37, 34–42. doi:10.1111/j.1468-3156.2008.00503.x
  • Cordes, A. K. (1994). The reliability of observational data: I. Theories and methods for speech-language pathology. Journal of Speech, Language and Hearing Research, 37, 264–278. doi:10.1044/jshr.3702.264
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. London, UK: Sage.
  • Dada, S., & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology, 18, 50–64. doi:10.1044/1058-0360(2008/07-0018)
  • Dalton, C., & Sweeney, J. (2013). Communication supports in residential services for people with an intellectual disability. British Journal of Learning Disabilities, 41, 22–30. doi:10.1111/j.1468-3156.2011.00717.x
  • DeSimone, E. A., & Cascella, P. W. (2005). Communication quality indicators: A survey of Connecticut group home managers. Journal of Developmental and Physical Disabilities, 17, 1–17. doi:10.1007/s10882-005-2197-6
  • Dodd, J. L., & Gorey, M. (2014). AAC intervention as an immersion model. Communication Disorders Quarterly, 35, 103–107. doi:10.1177/1525740113504242
  • Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
  • Fitzgerald, J. R., Reid, D. H., Schepis, M. M., Faw, G. D., Welty, P. A., & Pyfer, L. M. (1984). A rapid training procedure for teaching manual sign language skills to multidisciplinary institutional staff. Applied Research in Mental Retardation, 5, 451–469. doi:10.1016/S0270-3092(84)80038-7
  • Graves, J. (2007). Factors influencing indirect speech and language therapy interventions for adults with learning disabilities: The perceptions of carers and therapists. International Journal of Language & Communication Disorders, 42(Suppl. 1), 103–121. doi:10.1080/13682820601171373
  • Hastings, R. P. (2005). Staff in special education settings and behaviour problems: Towards a framework for research and practice. Educational Psychology, 25, 207–221. doi:10.1080/0144341042000301166
  • Healy, D., & Walsh, P. N. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities, 11, 127–141. doi:10.1177/1744629507076927
  • Howitt, D. (2013). Introduction to qualitative methods in psychology. Harlow, UK: Pearson.
  • Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication, 22, 85–99. doi:10.1080/07434610500483588
  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144. doi:10.1016/j.edurev.2007.05.002
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. New York, NY: Oxford University Press.
  • Koski, K., Martikainen, K., Burakoff, K., & Launonen, K. (2010). Staff members’ understandings about communication with individuals who have multiple learning disabilities: A case of Finnish OIVA communication training. Journal of Intellectual & Developmental Disability, 35, 279–289. doi:10.3109/13668250.2010.517189
  • Lund, S. K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part III – contributing factors. Augmentative and Alternative Communication, 23, 323–335. doi:10.1080/02656730701189123
  • McCall, F., Marková, I., Murphy, J., Moodie, E., & Collins, S. (1997). Perspectives on AAC systems by the users and by their communication partners. International Journal of Language & Communication Disorders, 32, 235–256. doi:10.1080/13682829709177099
  • Meuris, K., Maes, B., & Zink, I. (2014). Key word signing usage in residential and day care programs for adults with intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 11, 255–267. doi:10.1111/jppi.12093
  • Murphy, J., Marková, I., Collins, S., & Moodie, E. (1996). AAC systems: Obstacles to effective use. International Journal of Language & Communication Disorders, 31, 31–44. doi:10.3109/13682829609033150
  • Nash, J. M. (2008). Transdisciplinary training: Key components and prerequisites for success. American Journal of Preventive Medicine, 35(Suppl. 2), S133–S140. doi:10.1016/j.amepre.2008.05.004
  • Purcell, M., McConkey, R., & Morris, I. (2000). Staff communication with people with intellectual disabilities: The impact of a work-based training programme. International Journal of Language & Communication Disorders, 35, 147–158. doi:10.1080/136828200247313
  • Smith, M. M., & Connolly, I. (2008). Roles of aided communication: Perspectives of adults who use AAC. Disability and Rehabilitation: Assistive Technology, 3, 260–273. doi:10.1080/17483100802338499
  • Stans, S. E. A., Dalemans, R., de Witte, L., & Beurskens, A. (2013). Challenges in the communication between ‘communication vulnerable’ people and their social environment: An exploratory qualitative study. Patient Education and Counseling, 92, 302–312. doi:10.1016/j.pec.2013.05.021
  • Torrison, C., Jung, E., Baker, K., Beliveau, C., & Cook, A. (2007). The impact of staff training in augmentative/alternative communication (AAC) on the communication abilities of adults with developmental disabilities. Developmental Disabilities Bulletin, 35, 103–130.
  • Trembath, D., Iacono, T., Lyon, K., West, D., & Johnson, H. (2014). Augmentative and alternative communication supports for adults with autism spectrum disorders. Autism, 18, 891–902. doi:10.1177/1362361313486204
  • Windley, D., & Chapman, M. (2010). Support workers within learning/intellectual disability services perception of their role, training and support needs. British Journal of Learning Disabilities, 38, 310–318. doi:10.1111/j.1468-3156.2010.00610.x

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.