Assistive Communication Devices for Nonverbal Students: Enhancing Participation
Keywords:
Assistive communication devices, Nonverbal students, Speech-generating devicesAbstract
Communication is a fundamental human need and right, yet for nonverbal students, expressing themselves can be a significant challenge. This delves into the importance of assistive communication devices in facilitating participation and engagement among nonverbal students. These devices encompass a wide range of technologies, from simple picture boards to advanced speech-generating devices (SGDs), designed to empower individuals with speech and language impairments. Nonverbal students often face social isolation and limited educational opportunities due to their communication difficulties. Assistive communication devices bridge this gap by providing a means to express thoughts, feelings, and needs effectively. These devices not only enhance communication but also boost self-esteem and foster a sense of inclusion in both educational and social settings. This explores the various types of assistive communication devices available, highlighting their individual strengths and limitations. It also discusses the role of augmentative and alternative communication (AAC) strategies in complementing these devices, emphasizing the importance of tailored solutions that align with the unique needs and abilities of each nonverbal student. the addresses the impact of assistive communication devices on the academic performance of nonverbal students.
References
Light, J., & Drager, K. D. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23(3), 204-216.
Millar, D. C., & Light, J. C. (2011). The impact of augmentative and alternative communication (AAC) on natural speech development: A meta-analysis. Augmentative and Alternative Communication, 27(1), 7-30.
Romski, M. A., & Sevcik, R. A. (2003). Augmented input: Enhancing communication development in infants and toddlers with complex communication needs. Augmentative and Alternative Communication, 19(2), 82-94.
Sigafoos, J., Arthur-Kelly, M., & Butterfield, N. (2006). Enhancing communication development in nonverbal children with autism: The Picture Exchange Communication System. Research in Autism Spectrum Disorders, 1(4), 291-303.
Balandin, S., Hemsley, B., & Sigafoos, J. (2007). Assistive technology in communication disorders: A research and clinical perspective. Psychology Press.
Blackstone, S. W., & Hunt-Berg, M. (2012). Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and Their Communication Partners. Paul H. Brookes Publishing.
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.
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212-230.
Wilkinson, K. M., & Hennig, S. (2007). Reducing severe aggressive and self-injurious behaviors maintained by attention through an extinction-based treatment with an alternative communicative response. Research in Developmental Disabilities, 28(5), 489-502.
