AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability

Kathryn D R. Drager, Janice Catherine Light, Jessica Meredith Currall, Nimisha Muttiah, Vanessa Smith, Danielle Kreis, Alyssa Nilam-Hall, Daniel Parratt, Kaitlin Schuessler, Kaitlin Shermetta, Jill Wiscount

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Background: The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method: Nine students ages 8–20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and “just-in-time” (JIT) programming (the capability to add new contexts “on the fly”). Effectiveness was evaluated using a single subject multiple probe across participants design. Results: All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions: AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.

Original languageEnglish (US)
Pages (from-to)321-336
Number of pages16
JournalJournal of Intellectual and Developmental Disability
Volume44
Issue number3
DOIs
StatePublished - Jul 3 2019

Fingerprint

alternative technology
severe disability
communication technology
programming
Communication
Students
Technology
communication
student
communication system
young adult
Developmental Disabilities
disability
time
Programming
Symbolic Communication
Communication Technologies
adolescent
Diptera
event

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)
  • Psychology(all)

Cite this

Drager, Kathryn D R. ; Light, Janice Catherine ; Currall, Jessica Meredith ; Muttiah, Nimisha ; Smith, Vanessa ; Kreis, Danielle ; Nilam-Hall, Alyssa ; Parratt, Daniel ; Schuessler, Kaitlin ; Shermetta, Kaitlin ; Wiscount, Jill. / AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. In: Journal of Intellectual and Developmental Disability. 2019 ; Vol. 44, No. 3. pp. 321-336.
@article{43e3ee5d4b7d4f97b985036b3a74c0c8,
title = "AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability",
abstract = "Background: The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method: Nine students ages 8–20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and “just-in-time” (JIT) programming (the capability to add new contexts “on the fly”). Effectiveness was evaluated using a single subject multiple probe across participants design. Results: All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions: AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.",
author = "Drager, {Kathryn D R.} and Light, {Janice Catherine} and Currall, {Jessica Meredith} and Nimisha Muttiah and Vanessa Smith and Danielle Kreis and Alyssa Nilam-Hall and Daniel Parratt and Kaitlin Schuessler and Kaitlin Shermetta and Jill Wiscount",
year = "2019",
month = "7",
day = "3",
doi = "10.3109/13668250.2017.1326585",
language = "English (US)",
volume = "44",
pages = "321--336",
journal = "Journal of Intellectual and Developmental Disability",
issn = "1366-8250",
publisher = "Informa Healthcare",
number = "3",

}

AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. / Drager, Kathryn D R.; Light, Janice Catherine; Currall, Jessica Meredith; Muttiah, Nimisha; Smith, Vanessa; Kreis, Danielle; Nilam-Hall, Alyssa; Parratt, Daniel; Schuessler, Kaitlin; Shermetta, Kaitlin; Wiscount, Jill.

In: Journal of Intellectual and Developmental Disability, Vol. 44, No. 3, 03.07.2019, p. 321-336.

Research output: Contribution to journalArticle

TY - JOUR

T1 - AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability

AU - Drager, Kathryn D R.

AU - Light, Janice Catherine

AU - Currall, Jessica Meredith

AU - Muttiah, Nimisha

AU - Smith, Vanessa

AU - Kreis, Danielle

AU - Nilam-Hall, Alyssa

AU - Parratt, Daniel

AU - Schuessler, Kaitlin

AU - Shermetta, Kaitlin

AU - Wiscount, Jill

PY - 2019/7/3

Y1 - 2019/7/3

N2 - Background: The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method: Nine students ages 8–20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and “just-in-time” (JIT) programming (the capability to add new contexts “on the fly”). Effectiveness was evaluated using a single subject multiple probe across participants design. Results: All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions: AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.

AB - Background: The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method: Nine students ages 8–20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and “just-in-time” (JIT) programming (the capability to add new contexts “on the fly”). Effectiveness was evaluated using a single subject multiple probe across participants design. Results: All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions: AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.

UR - http://www.scopus.com/inward/record.url?scp=85021082671&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85021082671&partnerID=8YFLogxK

U2 - 10.3109/13668250.2017.1326585

DO - 10.3109/13668250.2017.1326585

M3 - Article

VL - 44

SP - 321

EP - 336

JO - Journal of Intellectual and Developmental Disability

JF - Journal of Intellectual and Developmental Disability

SN - 1366-8250

IS - 3

ER -