Minimal research exists regarding the effectiveness of pause time as an independent strategy for communication partners to support the communication of young people who use augmentative and alternative communication (AAC). To date, pause time has been investigated as component of a group of interaction strategies only; therefore its validity as an interaction strategy for communication partners is unknown. The purpose of this study was to examine the effectiveness of variation in pause time as an interaction strategy when communicating with young people who use AAC. Eight participants aged 8:11 to 20:08 years (mean 16.02 years), who used a variety of AAC systems, participated in the study. Three pause time conditions were trialed during a scripted shared storybook reading task: two, 10 and 45 seconds in which to initiate a response. A total of 27 conversational turn opportunities were provided to participants over the course of the task. If no response was initiated within the pause time, the examiner moved on to the next turn opportunity. If a response was initiated, the participant was provided time to finish their turn. Turns were analyzed for percentage of responses made to a turn opportunity, mean length of utterance in words (MLU), percentage of assertive conversational acts made and the modes of communication used. Findings of the study indicated that participants were more likely to respond to a turn opportunity when their communication partner allowed a longer pause time. Additionally, a longer pause time resulted in a higher MLU. Participants did not use a greater number of assertive conversational acts or use their AAC system over other modes of communication when provided a longer pause time. Results are discussed in relation to the current AAC literature and implications of the findings for clinicians and communication partners of young people who use AAC.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-19T12:30:55Z No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:50:14Z (GMT) No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:50:24Z (GMT) No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5) / Made available in DSpace on 2016-09-20T13:50:33Z (GMT). No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5) Previous issue date: 2013-01-11 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The alternative communication has been used over the past years as a communication resource for people who, for whatever reason, are temporarily or permanently with its loss-making oral communication. However, the fact that a person make use of this resource in their daily life does not ensure that effective communication is established between the interlocutors, especially among the resource user and a partner without deficits in oral communication. You must then check how effective this communication resource becomes during the interactive process. Therefore, this study aimed to trace the communicative profile of Alternative Communication Systems user, nonverbal during situations of interaction with their partners. Participated in this research: a child of 6 years and 6 months (target), mother and educator of their child and a classmate. For comparison between the results obtained with the non-verbal child, also participated in the study a child without speech disorders (control) of 6 years and 5 months and a classmate. Data collection took place in three stages: 1.obtenção data on communication, language and cognition of the target participant: accomplished through the application of standardized reviews, semi-structured interviews, checklists and rating scales; 2. Evaluation of communicative skills of the target participant and control: application of the understanding of evidence, production and conversation; 3.percepções of participants: semi-structured interviews with the participant's target research and its partners on the entire data collection process. The data analysis revealed the use of the communication system by family members in different situations and difficulties encountered in the school environment, reported by the mother and child educator regarding the use of this system. The chekclists and rating scales traced the communicative profile of target participants, highlighting the interactive situations more easily communicated by children. In comprehension tasks, production and conversation were evident how the child without oral communication uses the feature to communicate. In their interactions, often used key elements of the drawings and videos submitted to it to transmit information. Thus, it was concluded that although the child without oral communication use the communication feature in most interactions, this system does not have enough symbols to establish effective communication; the child then makes use of gestures, vocalizations and mother of assistance to be able to communicate their desires and feelings which makes the slow and difficult communication. To trace the communicative profile of an alternative communication resource user, it sought this study was to warn the possible gaps in the implementation of alternative sources of communication, both in the making of these as in therapeutic activities working its use in different contexts. / A comunicação alternativa vem sendo utilizada ao longo dos últimos anos como recurso comunicativo para pessoas que, por alguma razão, encontram-se temporariamente ou permanentemente com sua comunicação oral deficitária. No entanto, o fato de uma pessoa lançar mão deste recurso em seu cotidiano não garante que seja estabelecido uma comunicação efetiva entre os interlocutores, principalmente entre o usuário do recurso e um parceiro sem déficits na comunicação oral. É preciso então verificar o quão eficaz este recurso comunicativo torna-se durante o processo interativo. Para tanto, este estudo teve por objetivo traçar o perfil comunicativo do usuário de Sistemas de Comunicação Alternativa, não verbal durante situações de interação com seus parceiros. Participaram desta pesquisa: uma criança de 6 anos e 6 meses (alvo), a mãe e a educadora da respectiva criança e um colega de classe. Para efeito de comparação entre os resultados obtidos com a criança não verbal, também participaram do estudo uma criança sem alterações na fala (controle), de 6 anos e 5 meses e um colega de classe. A coleta de dados ocorreu em três etapas: 1.obtenção de dados sobre comunicação, linguagem e cognição da participante-alvo: realizada por meio da aplicação de avaliações normatizadas, entrevistas semiestruturadas, checklists e escalas de avaliação; 2.avaliação das habilidades comunicativas da participante-alvo e controle: aplicação das provas de compreensão, produção e conversação; 3.percepções dos participantes: entrevistas semiestruturadas com a participante-alvo da pesquisa e seus parceiros sobre todo o processo de coleta de dados. A análise das entrevistas revelou o uso do sistema de comunicação pelos familiares em diversas situações e as dificuldades encontradas no ambiente escolar, relatadas pela mãe e educadora da criança, quanto ao uso deste sistema. Os chekclists e escalas de avaliação traçaram o perfil comunicativo dos participantes-alvo, destacando as situações interativas mais facilmente comunicadas pelas crianças. Nas tarefas de compreensão, produção e conversação ficaram evidentes a forma como a criança sem comunicação oral utiliza o recurso para se comunicar. Nas suas interações, geralmente utilizava elementos principais dos desenhos e vídeos à ela apresentados para transmitir a informação. Assim, foi possível concluir que embora a criança sem comunicação oral utilize o recurso de comunicação na maioria das interações, este sistema não possui símbolos suficientes para estabelecer uma comunicação efetiva; a criança então lança mão de gestos, vocalizações e auxilio da mãe para poder comunicar seus desejos e sentimentos o que torna a comunicação lenta e difícil. Ao traçar o perfil comunicativo de uma usuária de recurso de comunicação alternativa, buscou-se com este estudo alertar as possíveis lacunas existentes na implantação de recursos alternativos de comunicação, tanto na confecção destes quanto nas atividades terapêuticas que trabalham o seu uso em diferentes contextos.

Made available in DSpace on 2016-06-02T19:46:19Z (GMT). No. of bitstreams: 1 4519.pdf: 4152851 bytes, checksum: 503f148f51880033c0e02acac2106487 (MD5) Previous issue date: 2011-04-18 / Financiadora de Estudos e Projetos / Communication, innate and essential factor to human development, finds itself present in every moment of life. However, communication is not based just on speech, on orality. For a more efficient communication, we have facial and body expressions helping. For individuals who have no speech or speech is unintelligible, we can make use of Augmentative and Alternative Communication. The point of this study is to trace and analyze the profile of communicative statements of two young girls of thirteen years old, Marcela, cerebral palsy, literate, who not maintain oral function and uses alternative communication system, and Miriam, with normal development who uses speech to communicate (subject control). This research is part of a cross-cultural project that aims to describe how the understanding and expressing of certain kinds of utterances graphics occurs in children and young people of different ages and in different countries that uses alternative communication systems, and how these statements are understood by partners - parents, teachers and peers. The alternative system used by the participant with cerebral palsy consisted of pictures of family, words and sentences, alphabet and numerals in the format of a book of alternative communication. To collect data we used the following instruments: semi-structured interview with the mother, teacher, Marcela and Miriam; evaluation of the communication system held by Marcela`s mother and her teacher; standardized instruments for rating intelligence, receptive language, motor skills; communicative tasks applied to the two participants (comprehension tasks and production). Data revealed that the mother was the more competent communication partner, had more knowledge about the use of alternative communication system and favored the development of Marcela`s alternative language. Data also revealed that Marcela had no difficulties in comprehensive and expressive language, compared with his partner, Miriam. The main difference in the answers from Marcela and Miriam was about the response time. Marcela tok a longer time to give the answers, compared with Miriam. This is due to the fact of Marcela using augmentative and alternative communication to give the answers while Miriam uses speech. It can be concluded that individuals with impaired speech, with normal cognitive development, can communicate itself as effectively as individuals without impairment of speech, since the alternative communication system is implemented effectively and their communication partners are trained in the use of AAC. / A comunicação, fator inato e essencial ao desenvolvimento humano, encontra-se presente em todos os momentos da vida. Contudo, a comunicação não se baseia apenas à fala, à oralidade. Para uma comunicação mais eficaz, temos as expressões faciais e corporais auxiliando. Para indivíduos que não possuem fala ou a fala é ininteligível, pode-se fazer uso da Comunicação Alternativa e Ampliada. O objetivo do presente estudo é traçar e analisar o perfil dos enunciados comunicativos de duas jovens com treze anos de idade, Marcela, com paralisia cerebral, alfabetizada, não oralizada e que utiliza sistema alternativo de comunicação, e Miriam, com desenvolvimento normal e que utiliza a fala para se comunicar (sujeito controle). Essa pesquisa faz parte de um projeto transcultural que tem por objetivo descrever como ocorre a compreensão e a expressão de determinados tipos de enunciados gráficos em crianças e jovens de diferentes idades e em diferentes países que utilizam sistemas alternativos de comunicação, e como estes enunciados são compreendidos por seus parceiros pais, professores e pares. O sistema alternativo utilizado pela participante com paralisia cerebral consistia em fotos dos familiares, palavras e sentenças, alfabeto e numeral, no formato de um livro de comunicação alternativa. Para a coleta de dados foram utilizados os seguintes instrumentos: entrevista semi-estruturada com a mãe, professora, Marcela e Miriam; avaliação do sistema de comunicação realizada pela mãe e pela professora de Marcela; instrumentos normatizados de avaliação da inteligência, da linguagem receptiva, das habilidades motoras; tarefas comunicativas aplicadas às duas participantes (tarefas de compreensão e produção). Os dados revelaram que a mãe era a parceira de comunicação mais competente, tinha maior conhecimento quanto ao uso do sistema de comunicação alternativa e favorecia o desenvolvimento da linguagem alternativa da participante Marcela. Os dados revelaram que Marcela não apresentou dificuldades na linguagem compreensiva e expressiva, comparada com seu par, Miriam. O principal diferencial nas respostas de Marcela e Miriam foi quanto ao tempo de respostas. Marcela utilizou um tempo maior para dar as respostas, comparada com Miriam. Isso se deve ao fato de Marcela utilizar a comunicação alternativa e ampliada para dar as respostas e Miriam utilizar a fala. Pode-se concluir que indivíduos com comprometimento de fala, com desenvolvimento cognitivo normal, podem se comunicar de forma tão eficaz quanto indivíduos sem comprometimento de fala, desde que o sistema alternativo de comunicação seja implementado com eficácia e seus parceiros de comunicação sejam capacitados na utilização da CAA.

No description available.

Contexte L’aphasie, conséquence d’une lésion neurologique, est une difficulté à parler, comprendre, lire ou écrire. La diminution de qualité de vie des personnes vivant avec une aphasie (PVA) ne serait pas associée à la sévérité de l’aphasie, mais à leur participation - c’est à dire la façon dont une personne fonctionne dans la société. Les PVA réalisent moins d’activités sociales, et s’en montrent insatisfaites. Elles éprouvent de la difficulté à communiquer dans leurs échanges du quotidien, y compris avec des personnes non familières de la communauté comme les commis, serveurs, etc. Quand ces interactions sont jugées trop difficiles, les PVA peuvent en venir à éviter de communiquer avec d’autres interlocuteurs que leurs proches et s’enfermer dans un environnement de communication protégé mais limité. Ceci ne leur permet plus de s'engager dans la société autant qu’elles le souhaiteraient. En s’isolant ainsi, leur qualité de vie est menacée. Il est donc à la fois nécessaire et important de favoriser les interactions des PVA en dehors du domicile, ce qui est encore peu courant dans les interventions orthophoniques proposées en réadaptation. Pour cela, il faut pouvoir comprendre les situations dans lesquelles les PVA peuvent s'engager dans le cadre de leurs activités quotidiennes. Or peu d’écrits ont étudié en détail les situations d'interaction entre des PVA et les interlocuteurs non familiers de leur communauté. Objectif L’objectif de ce projet doctoral est de comprendre la situation d’interaction entre des PVA et des interlocuteurs non familiers de leur communauté. Méthodologie Trois études furent réalisées. - Nous avons effectué une première étude à visée exploratoire avec l'objectif de décrire, grâce à l'analyse de conversation, la structure de ces interactions de service récoltées auprès de 6 PVA (étude 1).  - À partir de la première étude et toujours grâce à l'analyse de conversation, nous avons réalisé une nouvelle étude, visant à décrire comment ces 6 PVA faisaient comprendre leurs requêtes lors des interactions de service malgré leur aphasie (étude 2). - Enfin, dans une troisième étude nous avons cherché à comprendre - avec une étude de cas - comment une personne dont l'aphasie était sévère vivait la situation d’interaction de service au quotidien (étude 3). Résultats Dans l'étude 1, nous avons décrit les situations d’interaction de service de la vie quotidienne (ISQ) pour les PVA, et en avons notamment relevé la structure en quatre étapes sur le plan de la communication. Les interlocuteurs doivent s’entendre sur : 1) leur disponibilité à réaliser l’interaction, 2) l’objet de l’achat, 3) son prix, 4) le fait que l’interaction commerciale est terminée. Cette étude a également révélé que : - Les étapes 1 et 4, au cours desquelles la PVA doit faire comprendre à l’interlocuteur qu’elle est prête à commencer / clore l’interaction, ne représentent pas de défi spécifique pour les PVA. - Les étapes 2 et 3 peuvent pour leur part représenter des défis sur le plan de la communication. L'étape 2 visant à faire comprendre à l’interlocuteur l’objet de l’achat ou de l’intérêt de la PVA, l’interaction sera facilitée si la PVA peut se servir elle-même ou pointer sur des supports visuels. L'étape 3 sera facilitée si le montant est visible au moment où la PVA prend connaissance du prix qu'elle doit payer. Cette première étude a ainsi permis de mieux circonscrire les sources de défis sur le plan de la communication pour les PVA lors d’interactions à la caisse. Dans la deuxième étude, nous nous sommes spécifiquement penchées sur l'étape 2 des interactions de service afin d'analyser comment les PVA font comprendre l’objet de leur intérêt à leurs interlocuteurs. Nous avons examiné comment la PVA exprimait sa requête, et comment l’interlocuteur y réagissait. Cette étude mit en lumière la façon dont les personnes vivant avec une aphasie même sévère pouvaient faire comprendre l’objet de leur requête lors des interactions de service en appuyant leur communication non verbale dans le contexte et l’environnement physique de l’interaction. Dans notre étude 3, nous avons montré que la participation aux interactions de service de la vie quotidienne (ISQ) semblait liée chez le participant de cette étude de cas à la confiance qu’il avait dans sa capacité à réaliser l’ISQ malgré son trouble du langage. Ce participant a démontré un éventail de savoir-être et savoir-faire lissant l’interaction là où l’aphasie aurait pu l’écorcher, lui permettant d'obtenir le bien ou le service qu'il désirait, tout en donnant l'image d'un bon client, et ce malgré son aphasie. Conclusions Les interactions de service représenteraient une situation de communication dans laquelle les PVA pourraient participer de façon autonome et efficace. Leur structure, contexte et environnement physique pourraient permettre d'appuyer la communication non-verbale des PVA, et la relation de service orienterait les interlocuteurs vers une collaboration dans l'échange. Il est possible pour les PVA - mêmes celles dont l'aphasie est sévère - d'avoir confiance dans leur communication dans les situations d’interactions de service avec des personnes non familières, et de participer dans leur communauté de façon plus satisfaisante. / Background Aphasia is a difficulty in speaking, understanding, reading or writing as a result of neurological damage. The quality of life of people living with aphasia (PLWA) is not related to the severity of aphasia, but to their participation - that is, how well a person functions in society. PLWA perform fewer social activities and are less satisfied with them. They find it difficult to communicate in their daily interactions, including with people unfamiliar within their community such as clerks, waiters, etc. They have difficulty communicating in their daily interactions. If these interactions are felt to be too difficult, PLWA may avoid communicating with people other than their relatives, and remain in a protected but limited communication environment. This does not allow them to engage in society as much as they would like. By isolating themselves this way, their quality of life is threatened. It is therefore important to encourage PLWA’s interactions outside their home, which is still uncommon in speech-language pathology interventions offered in rehabilitation. This requires an understanding of the situations in which PLWA may engage in their daily activities. However, there is little literature that has examined in detail the situations in which PLWA interact with unfamiliar people in their community. Objective The objective of this Ph.D. project is to understand the situation of interaction between PLWA and unfamiliar people within their community. Methodology Three studies were carried out. The first is an exploratory study whose objective is to describe through conversation analysis the structure of service encounters collected from 6 PLWA (study 1). Based on Study 1 and still using conversation analysis, we conducted a new study to describe how these 6 PLWA made their requests understood during service interactions despite their aphasia (study 2). Finally, in a third study we sought to understand with a case study how a person with severe aphasia experienced this communication situation in everyday life (study 3). Results In Study 1, we described the Daily Service Encounter (DSE) situations for PLWA, including the four-step communication structure. Interlocutors must agree on: 1) their availability to perform the interaction, 2) the purpose of the purchase, 3) the price, 4) that the business interaction is complete. This study also found that: -Steps 1 and 4, where the PLWA must make the interlocutor understand that they are ready to begin/end the interaction, do not present specific challenges for PLWA. -Steps 2 and 3 however may present communication challenges. Since Step 2 aims to make the clerk understand the purpose of the purchase, the interaction will be facilitated if PLWA can help themselves or point to visual aids. Step 3 will be facilitated if the price is visible when PLWA are ready to pay. This initial study thus made it possible to better identify the sources of communication challenges for PLWA at the checkout. In the second study, we specifically looked at Step 2 of the service interactions in order to analyze how PLWA make the clerks understand the purpose of their interest. We looked at how the PLWA expressed their request, and how the clerks responded to it. This study highlighted how PLWA – even severe aphasia - could make the subject of their request understood during service encounters by supporting their non-verbal communication in the context and physical environment of the interaction. In our third study, we found that participation in DSE appeared to be related - in this case study - to the confidence of the participant in his ability to perform the DSE despite his language impairment. This participant demonstrated a range of interpersonal skills and abilities that smoothed interaction where aphasia might have nicked it, enabling him to obtain the good or service he wanted, while still presenting the image of a good customer, despite his aphasia. Conclusion Service encounters provide communication situations in which PLWA could participate effectively. Their structure, context, and physical environment would support the non-verbal communication of PLWA, and the service relationship would direct the interlocutors towards collaborative exchange. It is possible for PLWA - even those with severe aphasia - to be confident in their communication with unfamiliar people in service encounters, and to participate in their community in a more satisfying manner.

No description available.