I Have a Voice: Examining Augmentative and Alternative Communication Application According to Parent’s Opinions


Abstract views: 92 / PDF downloads: 143 / PDF downloads: 119

Authors

  • Aslı Avcıl
  • Ertan Görgü

DOI:

https://doi.org/10.14689/enad.32.809

Keywords:

Alternatif ve destekleyici iletişim sistemleri, Otizm, Ebeveyn eğitimi, Konuşma üreten cihaz

Abstract

Augmentative and Alternative Communication Systems (AAC) is an important method for individuals with limited verbal communication (speech) to access communication tools and communicate accordingly. This research examines the application process of the "I Have A Voice" Program, which produces tablet and computer-assisted speech, designed to support the communication skills of individuals with limitations in the verbal communication process, according to the parents' opinions. Within the scope of the research, while describing the application process of the "I Have a Voice" program, it is also aimed to examine the possible problems related to the application and its causes. Another aim of the study is to examine the views of family members about the tablet program and the effect of the Program on family members. In this context, 3 parents who received the tablet program training constitute the research participants. The research was carried out with a case study, one of the qualitative research methods, and the data obtained were analyzed with content analysisAAC supports accessibility and equality so that those with limited verbal communication can independently participate in a social order based on speech. In addition, if these systems are to be utilized effectively, parents must be taught how to use AAC.

References

Agius, M. M., ve Vance, M. (2016). A Comparison of PECS and iPad to Teach Requesting to Pre-Schoolers with Autistic Spectrum Disorders. Augmentative and alternative communication, 32(1), 58-68.

Amerikan Psikiyatri Birliği [American Psychiatric Association] (2013). Ruhsal Bozuklukların Tanısal ve Sayımsal El Kitabı (5. baskı) [Diagnostic and statistical manual of mental disorders] (E. Köroğlu, Çev. ed.). Ankara: Hekimler Yayın Birliği.

Angelo, D. (2000). Impact of Augmentative and Alternative Communication Devices on Families. Augmentative and Alternative Communication, 16(1), 37-47.

Arastaman, G., Fidan, İ. Ö., ve Fidan, T. (2018). Nitel Araştırmada Geçerlik ve Güvenirlik: Kuramsal Bir İnceleme. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75.

Bailey, D. B., McWilliam, R. A., Darkes, L. A., Hebbeler, K., Simeonsson, R. J., Spiker, D., ve Wagner, M. (1998). Family Outcomes in Early Intervention: A Framework for Program Evaluation and Efficacy Research. Exceptional Children, 64(3), 313–328.

Barton, E. E., ve Fettig, A. (2013). Parent-Implemented Interventions for Young Children with Disabilities. Journal of Early Intervention, 35(2), 194–219.

Beukelman, D., ve Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (4th edn). Baltimore, MD: Paul H. Brookes.

Bondy, A. S., ve Frost, L. A. (1994). The Picture Exchange Communication System. Focus on autistic behavior, 9(3), 1-19.

Blischak, D., Lombardino, L., ve Dyson, A. (2003). Use of Speech-Generating Devices: In Support of Natural Speech. Augmentative and alternative communication, 19(1), 29-35.

Cahapay, M. B. (2020). How Filipino Parents Home Educate Their Children with Autism During COVID-19 Period. International Journal of Developmental Disabilities, 1-4.

Cansoy ve Türkoğlu, Y. (2019). Eğitim Çalışmalarında Sık Kullanılan Araştırma Türleri. Eğitimde Araştırma Yöntemleri. S. Turan (Ed.). (Birinci Baskı), s.130-160. Ankara: Nobel Akademik Yayıncılık.

Chin, H. Y., ve Bernard-Opitz, V. (2000). Teaching Conversational Skills to Children with Autism: Effect on the Development of a Theory of Mind. Journal of autism and developmental disorders, 30(6), 569-583.

Corr, C., Santos, R. M., ve Fowler, S. A. (2015). The Components of Early Intervention Services for Families Living in Poverty. Topics in Early Childhood Special Education, 36(1), 55–64.

Creswell, J. W. (2013). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni. M, Bütün ve S. B. Demir, (Çev. Ed.). (Üçüncü Baskı), Ankara: Siyasal Kitap

Dekker, M. (2020). From Exclusion to Acceptance: Independent Living on the Autistic Spectrum. In Autistic Community and the Neurodiversity Movement (pp. 41-49). Kapp, S. K. (Ed). Portsmouth, UK: Palgrave Macmillan.

Dicarlo, C. F., ve Banajee, M. (2000). Using Voice Output Devices to Increase Initiations of Young Children with Disabilities. Journal of Early Intervention, 23, 191-199.

Ekas, N. V., Lickenbrock, D. M., ve Whitman, T. L. (2010). Optimism, Social Support and Well-Being in Mothers of Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 40(10), 1274–1284.

Erlandson, D. A., Harris, E. L., Skipper, B. L., ve Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Beverly Hills: CA: Sage.

Fried-Oken, M., Howard, J., ve Stewart, S. R. (1991). Feedback on AAC Intervention from Adults Who Are Temporarily Unable to Speak. Augmentative and Alternative Communication, 7(1), 43-50.

Ganz, J. B. (2015). AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions. Augmentative and Alternative Communication, 31(3), 203-214.

Ganz, J. B., Morin, K. L., Foster, M. J., Vannest, K. J., Genç Tosun, D., Gregori, E. V., ve Gerow, S. L. (2017). High-Technology Augmentative and Alternative Communication for Individuals with Intellectual and Developmental Disabilities and Complex Communication Needs: A Meta-Analysis. Augmentative and Alternative Communication, 33(4), 224-238.

Genç-Tosun, D. (2016). Otizmli Bireylere Çok Basamaklı Talep Etme Becerisinin Öğretiminde Dokunmatik Ekranlı Konuşma Üreten Cihaz Kullanımının Etkililiği. Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.

Gillet, J. N., ve LeBlanc, L. A. (2007). Parent-implemented Natural Language Paradigm to Increase Language and Play in Children with Autism. Resarch in Autism Spectrum Disordes, 1, 247-255.

Granlund, M., BjÖrck-AKesson, E., Wilder, J., ve Ylvén, R. (2008). AAC Interventions for Children in a Family Environment: Implementing Evidence in Practice. Augmentative and Alternative Communication, 24(3), 207–219.

Fellowes, S. (2017). Putting The Present in the History of Autism. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 61, 54-58

Hart, S. L., ve Banda, D. R. (2010). Picture Exchange Communication System with Individuals with Developmental Disabilities: A Meta-analysis of Single Subject Studies. Remedial and Special Education, 31, 476 – 488

Hettiarachchi, S., Kitnasamy, G., ve Gopi, D. (2019). “Now I Am a Techie Too” – Parental Perceptions of Using Mobile Technology for Communication by Children with Complex Communication Needs in the Global South. Disability And Rehabilitatio. Assistive Technology, 1–12.

Huer, M. B., ve Lloyd, L. (1990). AAC Users’ Perspectives on Augmentative and Alternative Communication. Augmentative and Alternative Communication, 6(4), 242–249.

Ingersoll, B., ve Schreibman, L. (2006). Teaching Reciprocal Imitation Skills to Young Children with Autism Using a Naturalistic Behavioral Approach: Effects on Language, Pretend Play and Joint Attention. Journal of Autism and Developmental Disorders, 36(4), 487–505.

Kaiser, A. P., Hemmeter, M. L., Ostrosky, M. M., Alpert, C. L., ve Hancock, T. B. (1995). The Effects of Group Training and Individual Feedback on Parent Use of Milieu Teaching. Communication Disorders Quarterly, 16(2), 39–48.

Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217- 250

Karasel, N., Bastas, M., Altınay, F., Altınay, Z., ve Dağlı, G. (2020). Distance Education for Students with Special Needs in Primary Schools in the Period of Covid-19 Epidemic. Propositosy Representaciones, 8(3), 587.

Kasari, C., Paparella, T., Freeman, S., ve Jahromi, L. B. (2008). Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions. Journal of Consulting and Clinical Psychology, 76(1), 125–137.

Kasari, C., Brady, N., Lord, C., ve Tager‐Flusberg, H. (2013). Assessing The Minimally Verbal School‐Aged Child With Autism Spectrum Disorder. Autism Research, 6(6), 479-493.

Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S. ve Almirall, D. (2014). Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635–646.

Kjelgaard, M. M., ve Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and cognitive processes, 16(2-3), 287-308.

Lawrence, J., ve Tar, U. (2013). The Use of Grounded Theory Technique As a Practical Tool for Qualitative Data Collection and Analysis. Electronic Journal of Business Research Methods, 11(1), 29.

Light, J., McNaughton, D., ve Caron, J. (2019). New and Emerging AAC Technology Supports for Children with Complex Communication Needs and Their Communication Partners: State of the Science and Future Research Directions. Augmentative and Alternative Communication, 1–16.

Maenner, M. J., Shaw, K. A., ve Baio, J. (2020). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1.

Maglione, M. A., Gans, D., Das, L., Timbie, J., ve Kasari, C. (2012). Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs. Pediatrics, 130(Supplement 2), S169–S178.

Marshall, J., ve Goldbart, J. (2010). “Communication is Everything I Think.” Parenting a Child who Needs Augmentative and Alternative Communication (AAC). International Journal of Language & Communication Disorders, 43(1), 77–98.

McConachie, H., ve Diggle, T. (2007). Parent Implemented Early Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review. Journal of Evaluation in Clinical Practice, 13(1), 120–129.

Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.

Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. (2th edn). California: Jossey-Bass.

Miles, M. B., ve Huberman, A. M. (1994). An Expanded Sourcebook: Qualitative Data Analysis (2th edn). Thousand Oaks, CA: SAGE Publications, Inc.

Mirenda, P. (2003). Toward Functional Augmentative and Alternative Communication for Students With Autism. Language Speech and Hearing Services in Schools, 34(3), 203.

Mirenda, P., ve Brown, K. (2009). A Picture is Worth a Thousand Words: Using Visual Supports for Augmented Input with Individuals with Autism Spectrum Disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 303-332).

Norrelgen, F., Fernell, E., Eriksson, M., Hedvall, Å., Persson, C., Sjölin, M., Gillberg, C. ve Kjellmer, L. (2014). Children with Autism Spectrum Disorders who do not Develop Phrase Speech in the Preschool Years. Autism, 19(8), 934–943.

Orum-Çattık, E., Yetkin, A. İ., ve Diken, İ. H. (2020). Erken Çocukluk Dönemi Otizm Spektrum Bozukluğunda Aile Merkezli Müdahaleler. Özel Eğitim Dergisi, 21(3), 589-610.

Özer Özkan, Y. (2019). Eğitim Çalışmalarında Sık Kullanılan Araştırma Türleri. Eğitimde Araştırma Yöntemleri. S. Turan (Ed.). (Birinci Baskı), s.11-21.

Parette, H. P., ve Angelo, D. H. (1996). Augmentative and Alternative Communication Impact on Families: Trends and Future Directions. The Journal of Special Education, 30(1), 77–98.

Parette, H. P., Brotherson, M. J., ve Huer M. B. (2000). Giving Families a Voice in Augmentative and Alternative Communication Decision-Making. Education and Training in Mental Retardation and Developmental Disabilities, 35(2), 177-190

Phillips, B., ve Zhao, H. (1993). Predictors of Assistive Technology Abandonment. Assistive Technology, 5(1), 36–45.

Rea, H., LaMotte, K., ve Burrell, T. L. (2018). What İs Autism Spectrum Disorder? In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum (pp. 3-26). Springer, Cham.

Robson, C. (2017). Bilimsel Araştırma Yöntemleri Gerçek Dünya Araştırması. Şakir, Ç. ve Nihan, D. (Çev. Ed.). (İkinci baskı), Anı yayıncılık: Ankara

Rocha, M. L., Schreibman, L., ve Stahmer, A. C. (2007). Effectiveness of Training Parents to Teach Joint Attention in Children With Autism. Journal of Early Intervention, 29(2), 154–172.

Romski, M., Sevcik, R. A., Adamson, L. B., Smith, A., ve Barker, R. M. (2010). Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers with Developmental Delays and Their Parents. Journal of Speech, Language and Hearing Research, 53, 350 – 365.

Sallows, G. O., ve Graupner, T. D. (2005). Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation, 110(6), 417.

Short, A. B., ve Schopler, E. (1988). Factors Relating to Age of Onset in Autism. Journal of Autism and Developmental Disorders, 18(2), 207-216.

Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., Mineo, B., Paul, D., Romski M.A., ve Sevcik, R. (2010). Twenty Years of Communication Intervention Research with Individuals who Have Severe Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities, 115, 364–380.

Starble, A., Hutchins, T., Favro, M. A., Prelock, P., ve Bitner, B. (2005). Family-Centered Intervention and Satisfaction With AAC Device Training. Communication Disorders Quarterly, 27(1), 47–54.

Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., ve Frost, L. (2009). The Picture Exchange Communication System (PECS) What Do the Data Say? Focus on autism and other developmental disabilities, 24(2), 89-103.

Tager-Flusberg, H., ve Kasari, C. (2013). Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum. Autism Research, 6(6), 468–478.

The National Clearinghouse on Autism Evidence and Practice (2020). NCAEP Report. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/NCAEP%20Report%20-%20Table%203.1%20-%20EBP%20list.pdf (Erişim Tarihi: 26.06.21)

Thompson, J. R., ve Nygren, M. A. (2020). COVID-19 and the Field of Intellectual and Developmental Disabilities: Where Have We Been? Where Are We? Where Do We Go? Intellectual and developmental disabilities, 58(4), 257-261.

Tincani, M., Miller, J., Lorah, E. R., ve Nepo, K. (2020). Systematic Review of Verbal Operants in Speech Generating Device Research from Skinner’s Analysis of Verbal Behavior. Perspectives on Behavior Science, 1-27.

Trottier, N., Kamp, L., ve Mirenda, P. (2011). Effects of Peer-Mediated İnstruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines. Augmentative and Alternative Communication, 27(1), 26-39.

Van der Meer, L. A., ve Rispoli, M. (2010). Communication Interventions Involving Speech-Generating Devices for Children with Autism: A Review of the Literature. Developmental Neurorehabilitation, 13(4), 294-306.

Verhoeff, B. (2013). Autism in Flux: A History of The Concept from Leo Kanner to DSM-5. History of psychiatry, 24(4), 442-458.

Vismara, L. A., Colombi, C., ve Rogers, S. J. (2009). Can One Hour Per Week of Therapy Lead to Lasting Changes in Young Children with Autism? Autism, 13(1), 93–115.

Yıldırım, A. ve Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11. Baskı). Ankara: Seçkin Yayıncılık.

Zangari, C., Lloyd, L., ve Vicker, B. (1994). Augmentative and Alternative Communication: An Historic Perspective. Augmentative and Alternative Communication, 10(1), 27–59.

Zilz, W., ve Pang, Y. (2019). Application of Assistive Techonology in Inclusive Classroms. Disability and Rehabilition: Assistive Techonology. 1-3.

Published

2022-10-17

How to Cite

Avcıl, A. ., & Görgü, E. . (2022). I Have a Voice: Examining Augmentative and Alternative Communication Application According to Parent’s Opinions. Journal of Qualitative Research in Education, (32). https://doi.org/10.14689/enad.32.809