A severe aphasia following a cerebral vascular accident is characterised by generalised deficits in most speech-language domains. The clinical dilemma remains focused on the extensive verbal speech impairment and in most cases little possibility of regaining verbal speech production. Many individuals living with severe aphasia use augmentative and alternative communication strategies to assist them in getting their communication needs met in their everyday lives. The Blissymbol system is one of the graphic symbol systems that can be used to supplement existing communication and speech strategies of the individual with little or no speech. Although the use of AAC strategies is gaining momentum in its application to severe aphasia, however, there still remain questions on how best to help these individuals learn and retain such strategies. Not only are individuals with severe aphasia faced with a memory task when learning AAC strategies such as Blissymbols, additional complexity to AAC interventions is derived from clinical presentation of severe aphasia. The presence of extensive damage to the neural centers responsible for linguistic processing and semantic retrieval makes learning of new AAC strategies all the more complicated. Research studies have looked at whether individuals with severe aphasia can learn to recognise and retain Blissymbols. Although these studies have successfully shown that individuals with severe aphasia can learn Blissymbols, there is little information available regarding how these symbols can best be taught and retained over time individuals with severe aphasia. Recently the research that has looked at the application of symbol learning with persons presenting with severe aphasia using computer technology and sophisticated application software has highlighted the importance of therapeutic methods that may enhance the learning of such software. This study looks at the application of the self-generation effect as a viable method for enhancing the recognition of Blissymbols in persons presenting with severe aphasia. The self-generation effect is the finding of superior retention and recall for stimuli constructed or generated by an individual. Memory for stimuli such as words, numbers and pictures were found to be enhanced by the extent to which the individual was involved in its construction. Using a 2X2X3 factorial design, this study compared the recognition levels for Blissymbols taught using two treatment approaches which was the self-generation condition and the non self-generation condition. During three experimental sessions which included two withdrawal periods participants were taught using both treatments to recognise a set of Blissymbols. Recognition levels were tested during recognition probes and retention probes. The results from these probes were compared in order to identify which treatment produced superior recognition levels. The data analysis conducted showed that although there was no recognition advantage for the self-generation effect seen during the three recognition probes some advantage for the self-generation effect was seen during the retention probes conducted. The self-generation effect began to emerge by the final retention probe following a withdrawal period of seven days. The self-generation treatment showed better retention of symbol recognition over time. Previous studies have shown that the self-generation effect failed to emerge with stimuli that were new or unfamiliar. This trend was also seen in this study. The results provide support for a semantic-association theory for the self-generation effect. / Thesis (PhD)--University of Pretoria, 2010. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

Cross-cultural differences in the perception of pictorial material has long been established and documented. In the Republic of South Africa, which is increasingly globalized, and where it is appealing from financial, economic and training perspectives, the temptation is to use Western-based AAC symbol systems and strategies in intervention with clients from other language and cultural orientations. The aim of this study was to determine the translucency ratings of specific Blissymbols as rated by six-to seven-year-old Setswana-speaking children. A secondary aim was to determine whether the ratings changed after second and third exposures in order to determine the learnability of these symbols. A brief comparison was made between the results of the current study and the results reported in the Quist et al., study (1998). Thirty-five Setswana learners were exposed to 93 selected Blissymbols, based on a study by Quist et al., (1998). A three-point semantic differential scale, consisting of three faces accompanied each Blissymbol. Participants marked the face that best described his/her perception of the specific symbol’s iconicity. This procedure was repeated over a period of three days. The results indicated that the translucency ratings of the majority of the Blissymbols ranged from moderate to high. The research further demonstrated significant differences in translucency ratings between the first and second exposures, suggesting learning of the symbols. A smaller difference was noted between Days 2 and 3. A correlation in findings was noted between the current study and the Dutch and US studies (Quist et al., 1998). / Dissertation (M (Augmentative and Alternative Communication))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication (CAAC) / MA / unrestricted

Children with limited speech using graphic symbols for communication often express themselves predominantly through single symbols rather than symbol combinations. This study aimed to investigate the effect of an intervention strategy that was incorporated into shared storybook reading on the production of graphic symbol combinations. Three children between the ages of 7;9 (years;months) and 10;8 with limited speech and physical impairments participated in the study. A multiple probe design across behaviours (3 different types of semantic symbol combinations) was used, replicated across the 3 participants. Intervention entailed prompting the production of strategic symbol combinations (generated from a matrix) during shared storybook reading by using a prompting hierarchy. The participants’ production of combinations targeted during intervention as well as their ability to generalize to nontarget combinations from the matrix was monitored using a probe test (picture description task). All 3 participants showed some gains in acquiring the combinations and generalizing to nontarget combinations, as measured by the probe test. While 1 participant showed convincing effects, the other 2 showed lower effects. Lower effects may be partly ascribed to participant characteristics as well as to the discrepancies between the intervention and probe contexts. All participants performed better within the shared storybook reading context. Results suggest that the production of symbol combinations can be facilitated during shared storybook reading and that the matrix strategy promotes generalization to untrained semantic combinations. However, participant gains may not reflect immediately in formal testing situations. / Thesis (PhD)--University of Pretoria, 2012. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

OF MASTER DEGREE Name: Bc. Andrea Gebauerová Supervisor: Mgr. Anna Kuželková Consultant: PhDr. Milan Pešák Oponent: Title: Alternative communication for clients with pervasive developmental disorder Abstract: The main purpose of this thesis was to find out and describe options and meaning of accupational therapy intervention in the area of alternative communication for clients with pervasive developmental disorder. These clients always show specific disrupted areas, which are social interactions, game and communication. The areas are interconnected and restrict these individuals in their self-sufficiency and daily life. Most of these clients need a compensation tool for communication. The theoretical part deals with most used methods and tools in alternative communication. It describes the simplest communication systems to the latest assistive technologies, which are used mostly abroad. An important part for the clients is an interprofessional team of proffesionals, who together determine therapeutic purpose and problematic parts of clientś life. The practical part describes the most common interprofessional cooperation at the clients. Based on jointly stated purpose for six clients with pervasive developmental disorder was design ergotherapeutic intervention and were suggested optimal tools for...

Denna studie syftar till att synliggöra material som kan främja flerspråkighet i förskolans fysiska miljö. Forskningsfrågorna som besvaras handlar om vad som framställs i miljön för att stödja flerspråkighet, för vem miljön är tillgänglig ur ett flerspråkigt perspektiv samt vilka språk somframträder i miljön och hur ofta dessa förekommer. Studien utgår från den sociokulturella teorin och genomfördes på två förskolor. En kvalitativ metod tillämpades i studien och datainsamlingen baserades på visuella fältanteckningar i form av fotografier samt skriftliga fältanteckningar. Vidbearbetning och tolkning av materialet användes en kvalitativ analys. Resultatet visar att materialsom kan främja flerspråkighet framställs i förskolans fysiska miljö genom alternativa kommunikationssätt som bilder och tecken. Flerspråkighet synliggörs även genom flaggor och textpå olika språk, samt böcker. / The study aims to make visible material that can support multilingualism in the physical environment of the preschool. The research questions that this study aims to answer are what is presented in the environment to support multilingualism, for whom the environment is available from a multilingual perspective and which languages appear in the environment and how often these occur. The study is based on a sociocultural theory and was conducted at two preschools. A qualitative method was used and the collection of data consists of visual fieldnotes in the form of photographs and written fieldnotes. When processing and reading the material, a qualitative analysis was used. The result shows that material that can support multilingualism is represented in the physical environment of the preschool through alternative communication such as pictures and signs. Multilingualism has also been made visible through flags, texts and books. / Tämän tutkimuksen tarkoitus on tuoda esille materiaalia joka voi tukea monikielisyyttä varhaiskasvatuksen fyysisessä ympäristössä. Tutkimuskysymykset koskevat mitä monikielisyyttätukevaa materiaalia ympäristössä esiintyy, kenelle ympäristö on suunnattu monikielisestä näkökulmasta sekä mitkä kielet esiintyvät ympäristössä ja kuinka usein. Tutkimuksen lähtökohtana oli sosiokulttuurinen teoria ja se toteutettiin kahdessa varhaiskasvatuksen yksikössä kvalitatiivisella menetelmällä. Materiaali kerättiin valokuvien ja muistiinpanojen avulla. Työstö jatulkinta toteutettiin käyttäen kvalitatiivista analyysia. Tulokset näyttävät että materiaali joka voi tukea monikielisyyttä esitetään varhaiskasvatuksen fyysisessä ympäristössä vaihtoehtoisten kommunikaatiomenetelmien kuten kuvien ja viittomien avulla. Monikielisyys esiintyy myöslipuissa, teksteissä ja kirjoissa.

Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education teachers who worked with ASD students for a minimum of 2 years in a school district in a western state. Coding and thematic analysis of data from interviews and work journals was conducted using Ely's condition of change theory as a framework. Findings for teachers' perspectives of conditions needed to successfully implement an AAC intervention reflected the need for more time, resources, knowledge and skills, and investment from stakeholders. Recommendations included provision of resources to special education teachers for autism specific materials, on-going autism specific training and assistance, additional time for preparation and related duties necessary for working with these students. Future research on overall strengthening of AAC interventions and overcoming challenges for change is needed. Results of this study might assist schools in empowering ASD students by facilitating their functional communication skills, involvement, learning and academic opportunities across social environments.

Denna studies syfte är att bidra med kunskap om några pedagogers erfarenheter av att stötta kommunikativ utveckling hos elever som läser ämnesområden inom grundsärskolan. De frågeställningar som legat till grund för studien är: Vad betraktar pedagogerna som möjligheter respektive hinder för elevernas kommunikationsutveckling? Hur beskrivs elevernas roll i processen med kommunikationsutveckling? Hur kan pedagogers erfarenheter förstås utifrån specialpedagogiska perspektiv? Digitala semistrukturerade intervjuer genomfördes med åtta pedagoger verksamma i grundsärskolan. Materialet transkriberades och tematisk innehållsanalys genomfördes samt analys utifrån följande specialpedagogiska perspektiv: ett relationellt perspektiv, ett kategoriskt perspektiv, ett kritiskt perspektiv och ett dilemmaperspektiv. Vårt resultat visar att pedagoger betraktar AKK-verktyg som den främsta möjligheten för elevers kommunikationsutveckling. Pedagogerna beskriver att de har erfarenheter av att använda bland annat bildstöd i form av till exempel pekkartor, scheman och digitala kommunikationsverktyg samt tecken som stöd i undervisningen. Det framkommer även att det är viktigt att ha en fungerande samverkan med vårdnadshavare och andra insatser kring eleven för att kunna skapa de bästa kommunikativa miljöerna för eleverna. Av resultatet framgår också vikten av utbildning och kompetens hos pedagoger inom kommunikation vilket återspeglar mycket av tidigare forskning. Brist på utbildning och kompetens leder till hinder för pedagoger att anpassa undervisningen utifrån elevers kommunikativa behov. I resultatet framkommer att elevernas roll i processen med kommunikationsutveckling främst beskrivs som behövande och att pedagogerna ser det som sin uppgift att kompensera för elevernas kommunikativa svårigheter med olika stödinsatser där AKK är den främsta insatsen. I vår analys ser vi att ett relationellt perspektiv är det mest framträdande perspektivet bland annat genom att relationen mellan pedagog och elev lyfts fram av pedagogerna som avgörande för elevernas kommunikationsutveckling. / The purpose of this study is to contribute knowledge about some pedagogues experiences of supporting communicative development in students with moderate or severe intellectual disability. The questions that formed the basis of the study are: What do pedagogues consider opportunities and obstacles for students' communication development? How is the students' role described in the process of communication development? How can pedagogues experiences be understood from a special education perspective?Digital semi-structured interviews were conducted with eight pedagogues active in the elementary special school. The material was transcribed, and thematic content analysis was carried out, as well as analysis from the following special education perspective: a relationship-based perspective, a categorical perspective, a critical perspective as well as a dilemma perspective. Our results show that pedagogues regard augmentative and alternative communication (AAC) tools as the main opportunity for students' communication development. The pedagogues describe that they have experience of using, among other things, visual support in the form of, for example, point maps, schedules and digital communication tools as well as sign language as support in teaching. It also appears that it is important to have a functioning collaboration with guardians and other efforts around the student in order to create the best communicative environments for the students. The results also show the importance of education and competence of pedagogues in communication, which reflects much of previous research. Lack of education and competence leads to obstacles for pedagogues to adapt teaching based on students' communicative needs.The results show that the students' role in the process of communication development is mainly described as needy and that the pedagogues see it as their task to compensate for the students' communicative difficulties with various support efforts, where AAC is the main effort. In our analysis, we see that a relationship-based perspective is the most prominent perspective in that the relationship between pedagogues and student plays a large role in students' communication development.

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The aim for this study is to contribute with knowledge about preschool teachers' ideas about their communication strategies, from an inclusion perspective. To collect information, nine interviews were made with practicing preschool teachers in Sweden. The study is based on empirical data and with a methodological approach. By using interpretative phenomenological analysis as a tool to analyze the collected data, three categories, or also called clusters, on the overall theme communication strategies were found including verbal communication, non-verbal communication and age and specific communication skills. The results show that preschool teachers use different communication strategies to a large extent to include the children. However, it appears to a very small extent how preschool teachers use different communication strategies to offer multilingual children their native language. The preschool teachers mainly express the importance of the children learning the Swedish language, which is also the main communication strategy for the older children in preschool. / Syftet med studien är att bidra med kunskaper om förskollärares föreställningar om deras kommunikationsstrategier, utifrån ett inkluderingsperspektiv. För att samla in data så genomfördes det nio stycken intervjuer med verksamma förskollärare i Sverige. Studien baseras på empirisk data med en metodologisk ansats. Analysen har skett genom metodansatsen interpretativ fenomenologisk analys, där vi tolkat fenomenet kommunikationsstrategier och funnit tre olika kategorier som kallas kluster som är kopplade till fenomenet. Dessa kluster är verbal kommunikation, icke-verbal kommunikation och ålder och specifika kommunikationsmöjligheter. Resultatet visar att förskollärarna använder olika kommunikationsstrategier i stor utsträckning för att inkludera barnen. Dock så framkommer det i väldigt liten utsträckning hur förskollärarna använder olika kommunikationsstrategier för att erbjuda flerspråkiga barn sitt modersmål. Förskollärarna uttrycker främst vikten av att barnen ska lära sig det svenska språket vilket även är den främsta kommunikationsstrategin för de äldre barnen i förskolan.

Språk och lärande har nära anknytning till varandra och varje barn ska få möjlighet att uttrycka sig med hjälp av olika uttrycksformer (Läroplan för förskolan [Lpfö18], 2018). Förskollärare är ansvariga för att ge barnen i förskolan de förutsättningar som behövs för att språkutveckling ska ske (Lpfö18, 2018). Syftet med denna studie var att få kunskap om hur förskollärare resonerar om sitt arbete med TAKK och bildstöd och hur detta påverkar barns språkutveckling. Den teori som användes var det sociokulturella perspektivet som utgår från Lev Vygotskijs teorier om att samspel och sammanhang och att lärande sker när människor ingår i sociala interaktioner. Inom sociokulturellt perspektiv lades fokus på begreppen: redskap, mediering och den närmaste utvecklingszonen. Metoden som valdes var semistrukturerade intervjuer vilket valdes för att få reda på förskollärarnas resonemang om TAKK och bildstöd. Intervjuer genomfördes med sex legitimerade och verksamma förskollärare. Resultatet visade att förskollärare använder TAKK och bildstöd som redskap för att stödja barns språkutveckling, både i spontana och rutinsituationer i förskolan. TAKK och bildstöd används för att skapa ett sammanhang i barns vardag, bidra till språkutveckling och hjälpa barn i deras kommunikation. Förskollärare anpassar användandet av TAKK och bildstöd efter det individuella barnets förutsättningar och behov. Då förskollärarna anser att TAKK och bildstöd gynnar alla barns språkutveckling används det med alla barn på förskolan. Förskollärare samverkar med vårdnadshavare för att främja barns språkutveckling både i hemmet och på förskolan