The ability to locate symbols on a visual display forms an integral part of the effective use of AAC systems. Characteristics of display design and perceptual features of symbols have been shown to influence rate and accuracy of symbol location (Thistle&Wilkinson, 2009; Wilkinson, Carlin,&Jagaroo, 2006). The current study endeavoured to compare the use of two colour-coded organisational strategies (alphabetical order and categorisation) for their effectiveness in symbol location and to investigate if some bottom-up features influenced the performance of the participants in these tasks. 114 learners in Grade 1 to 3 in a mainstream school were randomly divided into two groups. Both of the groups were exposed to two visual search tests in alternating order. The tests involved searching for 36 visual targets amongst 81 coloured Picture Communication Symbols on a computer screen in one of two colour-coded organizational methods, namely alphabetical order or categorisation. The data from the research task was collected through computer logging of all mouse selections. Findings showed that locating symbols on a computer screen with a categorisation strategy was significantly faster and more accurate than with an alphabetical strategy for the Grade 1 to 3 participants. The rate and accuracy of target symbol location in both the strategies decreased significantly as grade increased, as did the differences between rate and accuracy of target location when using the two strategies. It was also found that although the tests in this study placed heavy top-down processing demands on the participants, there was still evidence of bottom-up factors influencing their performance. Implications for display design in AAC clinical practice were discussed. / Thesis (PhD)--University of Pretoria, 2012. / Centre for Augmentative and Alternative Communication / unrestricted

abstract: The purpose of this action research study is to examine the effect of an innovation that includes staff coaching, curriculum adaptation, and researcher reflection on increasing staff effectiveness in supporting students with complex communication needs. This study included four participants (two special educators and two speech-language pathologists (SLPs) working in Preschool Special Education (PSE) classrooms within a public school district. The study was conducted while navigating a global pandemic and emergency remote learning. Through the use of curricular noticing and an approach inspired by a Technological Pedagogical and Content Knowledge Framework (TPACK) framework, an innovation of a staff coaching model combined with adapted curriculum resources was designed to support staff members using the Big Day for PreK curriculum. Analysis of the data indicates that supporting staff through staff coaching and adapted curriculum materials increased their use and own adaptation of the curriculum. In addition, providing a staff coach with the opportunity to document and reflect on experiences can increase the use of curricula and coaching effectiveness. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

Comprehension of spoken language skills are often taken for granted in research concerning early childhood language acquisition in typically developing children. While the onset of early word comprehension arguably precedes word production, traditional research has focused on language production rather than comprehension. A similar trend of focussing on expression is evident in the field of Augmentative and Alternative Communication (AAC). Traditionally, the role of AAC systems for individuals with little or no functional speech (LNFS) has been as an output mode for expressing messages. While this is an essential role and final outcome of AAC intervention strategies, the role of listeners is equally important. The comprehension of spoken language provides an essential foundation upon which language production competence can be built. AAC users' ability to comprehend spoken language is varied from age equivalent comprehension of spoken language to minimal comprehension. Some AAC users comprehend spoken language and therefore come to the AAC acquisition task with an established knowledge of spoken language. Others who experience difficulty comprehending spoken language require AAC as both input (receptive) and output (expressive) mode. Graphic symbols play a role in facilitating comprehension of messages either through facilitating the comprehension of the spoken language or the AAC symbols. The use of augmented input strategies like aided language stimulation is one type of instructional technique used in teaching graphic symbols to AAC users. Aided language stimulation refers to a technique in which a facilitator or communication partner combines the use of AAC with natural speech through simultaneously pointing to graphic symbols and speaking. The aim of this study was therefore to determine the impact of a three week long aided language stimulation program on the receptive language skills of children with LNFS. Four children participated in this multiple probe study. The aided language stimulation programme comprised three activities viz. arts and crafts, food preparation and story time activity. Each activity was repeated over duration of five subsequent sessions. Eight target vocabulary items were taught within each activity. The acquisition of all 24 target items were probed throughout the duration of the three week intervention period. The results indicated that all the participants acquired the target receptive vocabulary items. There were, however, variations in terms of the rate of acquisition. There was no statistically significant improvement in the general receptive language abilities of the participants. / Thesis (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2005. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

Emotions are an essential part of development. There is evidence that young children understand and express emotions through facial expressions. Correct identification and recognition of facial expressions is important to facilitate communication and social interaction. Emotions are represented in a wide variety of symbol sets and systems in Alternative and Augmentative Communication (AAC) to enable a person with little or no functional speech to express emotion. These symbols consist of a facial expression with facial features to distinguish between emotions. In spite of the importance of expressing and understanding emotions to facilitate communication, there is limited research on young children’s ability to recognize emotions represented by graphic symbols. The purpose of this study was to investigate the ability of typically developing fouryearold children to recognize basic emotions as represented by graphic symbols. In order to determine their ability to recognize emotions on graphic symbols, their ability to understand emotions had to be determined. Participants were then required to recognize four basic emotions (happy, sad, afraid, angry) represented by various graphic symbols, taken from PCS (Johnson, 1981), PICSYMS (Carlson, 1985) and Makaton (Grove&Walker, 1990). The purpose was to determine which graphic symbol the children recognized as representation of an emotion. Results showed that the emotion of happy was easier to recognize, which might be because it was the only emotion in the pleasure dimension of emotions. Sad, afraid and angry were more difficult to recognize which might be because they fall in the displeasure dimension. It is also evident from the findings that the facial features in the graphic symbol play an important part in conveying a specific emotion. The results that were obtained are discussed in relation to previous findings. Finally, recommendations for future use are made. / Dissertation (MA (Augumentative and Alternative Communication))--University of Pretoria, 2008. / Centre for Augmentative and Alternative Communication (CAAC) / MA / unrestricted

The visually impaired community forms a small but integral part of South Africa with the potential to contribute meaningfully to its infrastructure and society, yet blind learners still seem to struggle with computer use. There are various barriers that stand between blind learners and computer access. In this study, I explore the experiences of blind high-school learners (n=4) with regards to computer use. A qualitative case study was applied as research design at a high-school for the visually impaired. Data sources included semi-structured interviews and focus-group discussions, which were audio-recorded and transcribed. Observation-in-thecontext was documented in research diaries and field notes. Following thematic analysis, the following themes emerged: value of computer use for blind users; barriers related to blind computer use; and future solutions and possibilities of blind computer use. Insights may inform future conceptualisation and implementation of computer use amongst blind high school learners. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

The purpose of this study was to examine the effects of the RAAP strategy on students with multiple disabilities and their ability to produce multi-symbol messages. Using a single-case, multiple probes across participants design, 4 students with multiple disabilities participated in this study. They were taught how to answer reading comprehension questions through the RAAP strategy and access to a communication/core board. Results indicated a functional relation between the RAAP strategy and the student’s multisymbol messages. Three of 4 students increased their multi-symbol messages and made progress with the intervention as it was planned. One student needed the intervention to be adapted before showing progress. All 4 students were able to increase their multi-symbol productions through the RAAP strategy. Future research needs to be carried out across multiple subjects and areas in the students’ natural environment. Implications for practice and limitations will also be highlighted.

Brain-computer interfaces (BCIs) might restore communication to people severely disabled by amyotrophic lateral sclerosis (ALS) or other disorders. We sought to: 1) define a protocol for determining whether a person with ALS can use a visual P300-based BCI; 2) determine what proportion of this population can use the BCI; and 3) identify factors affecting BCI performance. Twenty-five individuals with ALS completed an evaluation protocol using a standard 6 × 6 matrix and parameters selected by stepwise linear discrimination. With an 8-channel EEG montage, the subjects fell into two groups in BCI accuracy (chance accuracy 3%). Seventeen averaged 92 (± 3)% (range 71-100%), which is adequate for communication (G70 group). Eight averaged 12 (± 6)% (range 0-36%), inadequate for communication (L40 subject group). Performance did not correlate with disability: 11/17 (65%) of G70 subjects were severely disabled (i.e. ALSFRS-R < 5). All L40 subjects had visual impairments (e.g. nystagmus, diplopia, ptosis). P300 was larger and more anterior in G70 subjects. A 16-channel montage did not significantly improve accuracy. In conclusion, most people severely disabled by ALS could use a visual P300-based BCI for communication. In those who could not, visual impairment was the principal obstacle. For these individuals, auditory P300-based BCIs might be effective.

The purpose with this study is to examine how educators work with ACC (KWS) as inclusion in preschools. As future educators it is in our interest to contribute with more knowledge about the method and its ability for inclusion for all children. The study was carried out as a qualitative investigation. The empirical material was gathered thru semi-structured interviews in form of interviews with different educators and with different experience of the method. We chose the sociocultural theory, the communication theory and the didactic theory for our analysis of the material. The result of the study shows that although the educators have the proper education with the method, the use of it is sometimes sparse due to time, will or effort of the co-workers, themselfs or families of the children. It is important to work with ACC (KWS) from both an organization, group and individual perspective, as it takes time to build up effective communication methods. All the educators we interviewed are comfortable with the use of the ACC (KWS) method and see the positive outcome of the method. The result of our study also shows that the educators who regularly use the method see more opportunities for inclusion of all children.

SammanfattningSyfte: Syftet med studien är att undersöka pedagogernas användning utav TAKK i deras undervisning i grundsärskolan. Mina frågeställningar är: 1.På vilket sätt använder pedagogerna TAKK och i så fall varför?2.Vilka TAKK kunskaper har pedagogerna?3.Vilka andra kommunikationssätt använder pedagogerna?Metod: Datainsamlingen i studien genomfördes utifrån kvalitativa intervjuer med fem pedagoger på en grundsärskola i södra Sverige. Utöver intervjuer genomfördes under två dagar observationer, både i en träningsklass och i en särskoleklass. Intervjuerna transkriberades och en analys gjordes utifrån tematisering av materialet. Intervjuerna tolkades sedan hermeneutiskt. Under de två observationstillfällena genomfördes fria anteckningar i direkt anslutning till observationerna. Teori: Den teoretiska förankringen i studien är ur ett symboliskt interaktionistiskt perspektiv. Detta perspektiv fokuserar på hur en individ handlar i samspel med andra och hur hen tolkar vardagliga händelser med symboliska handlingar som t.ex. tal, gester och ansiktsuttryck (Trost och Levin, 2010).Resultat: Utifrån intervjuer samt observationer har det framkommit att pedagoger som arbetar i träningsklasser använder betydligt mer TAKK än pedagoger som arbetar i särskoleklass. Pedagoger som arbetar i särskoleklass använder sig inte utav TAKK i sin undervisning trots att observationen har visat att behovet finns. Pedagogerna använder sig mer utav olika datorprogram som stöd till sina elever. Pedagogerna som arbetar i träningsklasserna använder sig utav TAKK i betydligt mer utsträckning men även här har resultatet visat att det finns situationer som pedagogerna inte använder sig utav TAKK. Dessa situationer är bland annat raster och lunchraster. Resultatet har även visat att inte alla pedagoger som arbetar i träningsklasser använder TAKK i lika stor utsträckning som sina andra kollegor. Skolan har erbjudit all personal att delta i grundkurser i TAKK och alla intervjupersoner har deltagit i dessa kurser.

This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication system (AAC). This study builds on prior research and fills a gap in current research through a focus on the teacher. This study was conducted through three phases: a survey of teacher characteristics, observations of teacher practices, and a semi-structured interview. Four instruments were utilized to ensure validity. Results suggest that teachers for this population require knowledge on language and literacy specific to the non-verbal child. AAC training is critical in regard to programming and navigation. The use of other technology supports which offer auditory, visual, and access options are essential. Strong collaborative teams (school and district) are also important. However, one of the most significant findings documents that success may lie with the teacher's 'choice' to embrace challenges with this population. This issue of 'choice' questions the teacher's willingness (personally or professionally) to accept this commitment. This finding also questions the degree to which teachers are willing to pursue opportunities. Recommendations include the need for: training (teachers and paraprofessionals), pursuit of opportunities for supports, addressing parent issues, a district-based liaison between home and school, and to examine issues which prevent the recommended instructional time (90 minutes of reading instruction plus 45 minutes of supplemental instruction). Conclusions indicated that participants ranged from effective to ineffective. The identification of 'highly qualified' teachers through level of education and amount of experience did not correlate with participants' level of effectiveness. Given the limited research available, this study addresses a need in the field and lays the foundation for future research with this population.