"I don't think you can really understand it until you put it to action": school-based SLPs' reflections on graduate and continuing education in AAC.

Graduate programs have made strides to improve augmentative and alternative communication (AAC) learning opportunities for pre-service speech-language pathologists (SLPs). In addition, a number of continuing education opportunities are available to practicing SLPs; however, many still report feeling underprepared to serve clients with AAC needs. The purpose of this study was to describe school-based SLPs' perspectives regarding their graduate training, on-the-job experience, and ongoing professional development needs related to AAC.

Effectiveness and Utility of Visual Scene Displays as Communication Supports for Adults and Children With Complex Communication Needs: Perspectives of Clinicians and Researchers.

Purpose The aims of this research study were to describe the perspectives of clinicians and researchers regarding the effectiveness of visual scene displays (VSDs) as communication supports in order to inform the translation of research to clinical practice. Method An online survey was completed by 298 clinicians and nine VSD researchers. Participants rated the effectiveness of VSDs in supporting a variety of communication functions and their strength of agreement regarding statements of VSD utility.

Clinical and Research Perspectives on Visual Scene Displays.

Purpose The purposes of this study were to measure the perceptions of speech-language pathologists (SLPs) and researchers regarding the design of visual scene displays (VSDs) and to investigate the perceived difficulties of SLPs in regard to the acquisition and programming of VSDs. Method We recruited 270 SLPs and nine researchers who focus on VSDs to complete an online survey. The SLP survey addressed both perception of VSD design and difficulties associated with implementing these images as communication supports in the clinical realm.

Speech-Language pathologists' decisions when designing an aided AAC display for a compilation case study of a beginning communicator.

Purpose: The current study sought to identify decisions speech-language pathologists (SLPs) make and their rationale for those decisions when designing an AAC display for a hypothetical school-aged child who was a beginning communicator. Augmentative and alternative communication (AAC) displays support communicative interactions for children who are unable to use spoken language to meet their communication needs. Children who are at the early stages of learning language, often termed beginning or emerging communicators, may rely heavily on the AAC display to support comprehension and expression.

Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays.

Purpose: Designing augmentative and alternative communication (AAC) displays that minimize operational demands is an important aspect of AAC intervention. The current study compared the effect of 2 display designs on the speed of locating target words by preschoolers without disabilities.

Method: Across 5 sessions, participants in the consistent condition (n = 12) were asked to locate symbols on arrays that did not change, whereas participants in the variable condition (n = 12) utilized arrays where the symbols changed locations each session.

An exploration of motor learning concepts relevant to use of speech-generating devices.

For individuals who rely on speech-generating devices (SGDs) to complement and substitute for spoken language, speed, and accuracy of access to the device are paramount for effective communication. There is some evidence that application of motor memory principles may improve effectiveness of SGD-based communication. This article reviews motor learning models and principles, including learning stages, types of practice, and environmental factors that affect learning, and highlights the potential applications of these principles in dynamic display SGD design, intervention, and research.

Effects of background color and symbol arrangement cues on construction of multi-symbol messages by young children without disabilities: implications for aided AAC design.

Children whose speech does not meet their communication needs often benefit from augmentative and alternative communication (AAC). The design of an AAC display may influence the child's ability to communicate effectively. The current study examined how symbol background color cues and symbol arrangement affected construction of multi-symbol messages using line-drawing symbols, by young children with typical development.

Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions.

Each time a practitioner creates or modifies an augmentative and alternative communication (AAC) display for a client, that practitioner must make a series of decisions about which vocabulary concepts to include, as well as physical and organizational features of the display. Yet, little is known about what factors influence the actual decisions and their outcomes. This research examined the design factors identified as priorities by speech-language pathologists (SLPs) when creating AAC displays for young children (age 10 years and under), and their rationale for the selection of these priorities.

Teaching active listening skills to pre-service speech-language pathologists: a first step in supporting collaboration with parents of young children who require AAC.

Purpose: This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs).

Method: Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a simulated parent meeting before and after the strategy instruction.

Working memory demands of aided augmentative and alternative communication for individuals with developmental disabilities.

When speech is not functional to meet some or all of an individual's communication needs, aided augmentative and alternative communication (AAC) systems are often implemented. Although aided AAC systems offer some advantages over speech, they also impose some unique demands, especially on working memory, which is commonly defined as the cognitive system by which individuals maintain and manipulate information while completing tasks. For instance, the presence of an external aided AAC device containing arrays of symbols, not all of which are visible simultaneously, presents multiple working memory demands: individuals must maintain the target concepts in mind, all the while (a) navigating through multiple pages, (b) remembering the appropriate or most efficient navigation path, (c) locating the target symbols within the array once the host page has been located, and (d) inhibiting responses to potentially interesting distracters throughout the process.

The effects of color cues on typically developing preschoolers' speed of locating a target line drawing: implications for augmentative and alternative communication display design.

Purpose: This research examined how the presence of color in relation to a target within an augmentative and alternative communication array influenced the speed with which typically developing preschoolers located a target line drawing.

Method: Fifteen children over the age of 4 years (from 4;2 [years;months] to 5;4) and 15 children under the age of 4 years (2;10-3;11) participated. Participants were asked to find a target line drawing of foods (e.

The role of color cues in facilitating accurate and rapid location of aided symbols by children with and without down syndrome.

Purpose: This research examined how the color distribution of symbols within a visual aided augmentative and alternative communication array influenced the speed and accuracy with which participants with and without Down syndrome located a target picture symbol.

Method: Eight typically developing children below the age of 4 years, 8 typically developing children over the age of 4 years, and 10 children with Down syndrome participated. Participants were asked to find a target line drawing among an array of 12.