Journal of Communication Disorders and Assistive Technology – Vol 1 Issue 2

ISSN: 2576-3997

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Article (s)

J Commun Disorder Assist Technol 2017

Volume 1, Issue 3

Educating Children With Autism and Sensory Processing Disorders in the Classroom

Enwefa RL and Enwefa SC

Researchers have reported that children and adolescents with autism spectrum disorders (ASD) respond to sensory experiences contrarily than their peers without disabilities. Sensory processing disorders (SPD) in children are becoming more recognized among health professionals and educators. This study examined prevalence and incidence of autism and sensory processing disorders in addition to the science, red flags, parental support, treatment, and classroom modifications of sensory processing disorders. Also, highlighted were the characteristics of sensory processing disorders and the team of professionals who treat children with autism and sensory processing disorders.


AA Comparison of Digitized and Synthetic Speech Outputs to Teach Requesting to Children With Autism Spectrum Disorder

 Ramdoss S, Raulston T, and Haira A

Few studies have compared different augmentative and alternative communication (AAC) intervention components (e.g., symbol sets, instructional strategies) involving individuals with autism and other developmental disabilities. This study compared the relative efficacy of digitized and synthetic speech outputs using voice output communication aids (VOCA) with two children, ranging from 3-5 years old with autism spectrum disorder (ASD) and limited functional communication. This study utilized an adapted alternating treatments design, aimed at teaching basic level requesting skills in two different settings. Visual analysis of the results indicated a divergence in the rate of skill acquisition for speech outputs, and the overall outcome emphasized the need for individualizing AAC intervention packages by taking AAC component options such as speech outputs into consideration. Implications for both special educators and speechlanguage pathologists working with children with ASD, limitations, and directions for future research are provided.


Volume 1, Issue 2

Deviations of Voice Characteristics in Female Speech Therapy Students that Smoke Using Dr. Speech

Tafiadis D, Toki EI and Ziavra N

It is established in the literature that smoking has an impact on voice characteristics especially on fundamental frequency (F0). Smoking effect has been studied in general and in student populations by sex or profession. The purpose of this study was to examine the voice acoustic characteristics of smoking students in Greece. Particularly, this study focused on early effects of smoking.

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Promoting Reading Success: The Effects of an Adapted Book on Reading Comprehension

Thomas D, Ross B

Picture symbols paired with written words are commonly used in adapted literacy materials and augmentative and alternative communication systems to support the development of speech and language skills in a wide range of populations. However, the research base on the effectiveness of pictures paired with text in increasing reading comprehension is limited. In addition, communicative reading strategies (CRS) have been used as an effective shared reading approach to facilitate reading acquisition in children with low reading skills and with children who use picture/text symbols, such as AAC users. The purpose of this study was to evaluate the effectiveness of an adapted book, combined with CRS in improving reading comprehension for a child at risk for learning how to read. One kindergarten child, aged 6:1 with poor reading skills attended twelve 15-minute sessions of the intervention. A formal assessment of reading comprehension and an informal set of story-related questions were used to determine the effectiveness of the intervention. Improvement was noted in reading comprehension and comprehension of story-related questions. The use of an adapted book and CRS may be an effective intervention for children with low reading skills, such as those with complex communication needs.

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How Neuro-typical Kindergartners Learn from Each Other: A Baseline of Peer Learning

Mlawski EA*, DeLuca D, Cahill TF2and Pinto-Zipp G

School based speech-language pathologists (SLPs) help promote functional language and communication skills among children in and out of the classroom. With the Common Core State Standards (CCSS) requiring children to work with their peers for the purpose of learning, SLPs can be a resource to classroom teachers on how to best promote the skills needed when peers work with peers. The purpose of this article is to identify the baseline behaviors that neuro-typical children use when working with a peer while engaging with each other during a contrived learning activity and to provide practical implications for SLPs when collaborating with teachers to maximize peer-learning at school and at home.

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Bibliometric Analysis of Publications on Augmentative and Alternative Communication: Survey of Electronic Databases

Krüger S*, Audet L, Renner G, Guimarães A, Berberian AP, and Guarinello AC

This paper uses bibliometric analysis to explore current trends in the production and dissemination of research in the field of Augmentative and Alternative Communication (AAC). A history of AAC as a set of nonverbal communication systems and a scientific field of study from the German, North American and Brazilian perspectives provides a foundation for understanding the importance of considering cultural influences on the development and application of scientific advances. Bibliometric results suggest that the United States perspective on the theory, development, and implementation of AAC pervades the literature. This may either restrict adoption of AAC in certain cultures or result in AAC globalization, reflecting the United States perspective. The analysis supports the need for dialog among researchers across cultures and for further research specific to cross cultural collaboration and problem solving in the area of AAC.

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