¶ … Augmentative and Alternative Communication (AAC)
Hough, M.S., & Johnson, R.K. (2008). Use of AAC to enhance communication in an adult with chronic severe aphasia. In Clinical AAC Research Conference, Charlottesville, VA.
Description
The use of an Augmentative and Alternative Communication device with adults suffering from non-fluent aphasia is among several approaches to improving communicative capability and enhancing involvement in life undertakings for those who have lost the ability to communicate. A variety of different research studies have demonstrated that individuals who suffer from protracted, severe non-fluent aphasia can employ augmentative and alternative communication (AAC) to communicate. Despite this valuable approach, the majority of studies to date fail to include stratagems or methods utilized to enable communication or interrelationships with caregivers.
Design
The design of the study focused on extending the previous study undertaken by Johnson et al. (in press; cited in references). This work evaluated whether a man suffering from chronic non-fluent aphasia had the ability to learn how to make use of an active display AAC instrument. It also observed communication skill enhancement at some periods during the course of the treatment procedure. In addition, the study offered a new basis and groundwork for a treatment procedure integrating AAC to communicate in a functional manner.
3) Method
The Augmentative and Alternative Communication (AAC) device that was chosen for the study was Dialect by Zygo, with Speaking Dynamically Pro. The instrument has simple and basic user-friendliness, touch screen, transportability, and a dialogue synthesizer. The dialect AAC device has been employed efficaciously and positively with other chronic non-fluent aphasic adults. In the methodology, prior to application of the device in treatment, an interview was undertaken where the caregiver and the participant provided information concerning themselves; this was used to modify the instrument to the participant's necessities. Symbols were structured into classifications, ranging from overall to detailed pecking order structure. Every level has six options that were centered on the participant's level of comprehension and interview information. The caregiver was given teaching in use of the equipment and on the application. The treatment took three months in total encompassing one hour, four days of the week; this is a general total of approximately 120 training sessions.
The initial phase of the methodology was identification of symbols. At every level, the participant was required to correctly categorize the symbol four out of five times, with all symbols being displayed. Following this initial cognitive test, the participant moved on to the subsequent level. The second phase involved using the AAC equipment to 'steer' to the accurate classification, by selecting a symbol chosen by the clinician, either by means of stimulations or signals. The participant was expected to properly steer to selections in the 4th symbol four out of every five times. The third phase involved situation role-play. The participant was questioned regarding real life...
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