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Dissertationen zum Thema „Occurence of communication disabilities“

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Veröffentlicht am 28. Juni 2021
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1

Nguyen, Toan Hieu, und toan nguyen@novita org au. „ACCESSIBLE MOBILE COMMUNICATION FOR PEOPLE WITH DISABILITIES“. Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20060331.111126.

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People with disabilities are both functionally and socially disadvantaged and the lack of access to mobile communication technology adds to their disadvantage. Changes and benefits we have seen in our society with the advent of mobile phones and associated electronic communication for people without disabilities have not migrated to people with disabilities. The comprehensive communication capability of a mobile phone can enable users anywhere to independently access a very wide range of communication, information and control systems and services. This research has addressed the key accessibility issues faced by people with disabilities who need or want to use the mobile phone for voice and data communication. The research revealed that: � there exist accessible features on mobile phones that can better assist people with disabilities in using the phone; � through education and training, people with disabilities can develop or be provided with effective and efficient ways to access and use the phone; � current, off-the-shelf telecommunications equipment such as car kits, speakerphone, voice recognition technology, wireless connectivity capability on mobile phones can enable people with disabilities, even severe physical disabilities, to access the telecommunications network and services; and � with a suitable interfacing system in place, Augmentative and Alternative Communication (AAC) device users can operate the phone for voice and data communication, which previously had not been possible. Trials established that people with a range of physical disabilities can use and should have equal access to telecommunications equipment and services. This research has shown that, with the right policies, processes and support through equipment matching, education, training and delivery, current off-the-shelf solutions can help people with disabilities to effectively communicate with other members of our society and to access the same range of information systems and services enjoyed by able-bodied members of the community. An interfacing system has been developed to provide users of AAC technology with the ability to use a mobile phone for voice calls and text messaging (SMS). It is confidently predicted that other features and services on the phone such as speakerphone, digital camera and FM radio, email and internet-based applications, and local or remote appliances and devices, can be controlled via the AAC device. Outcomes and findings have confirmed the main hypothesis of the thesis that, despite very limited mobility, speed, accuracy and vocal communication ability, users will be able to successfully operate the mobile phone itself, and use it for various modes of bidirectional communication with systems to which they choose to connect. The overall outcomes of the research have established that the benefits and usefulness of the mobile phone are so significant that they should become a necessity for people with a disability. It has been successfully demonstrated that, with the proper mechanisms and educational programs in place, the provision of accessible mobile phones for people with disabilities can significantly improve their quality of life through increased range of accessible activities, and will improve their independence, engagement with their peers, safety, security and self-esteem.
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2

Valentine, Catherine Jane. „Enhancing communication with adults who have learning disabilities“. Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413851.

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3

Kotow, Yuushi. „Jobs, disabilities, and you| An accessible job interview communication training tool for persons with disabilities“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527387.

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I have designed and implemented a new online communication training tool (XHTML, CSS, PHP, Javascript, MySQL) that potentially maximizes a job candidate's ability to obtain job offers. All demographic statistics show people with disabilities as the largest minority group currently unemployed in the United States. Those who seek work have a higher chance of being unemployed, find a low-level job, or find part-time employment. With communication training, job candidates gain the ability to market their skills to potential employers and increase the likelihood of obtaining a job offer. I researched into ADA law that provided guidelines when developing the system and discuss a job candidate's rights in each step of the interview process. Using a Model-View-Controller (MVC) based framework, I have built a system that adapts to a user's disability, and presents them with a tailored list of interview questions and answers. For this paper, mobility and visual disabilities were focused on. The database contains legal interview questions, illegal questions under ADA law, and gray area questions (questions that may seem illegal but really not). This allows us to challenge the communication skills and knowledge of the user and encourage them to learn how to improve. PHP modules were built to be flexible and independent from each other. Different modules can be loaded and unloaded in the Controllers thereby allowing flexibility in the system. Having independent modules also reduces the time to debug code. Participants are given multiple choice answers to each interview question in a 10-question training session and rated based on their performance. Answers are assigned points (from 1 to 4) and are calculated at the end of a training session. A group of California State University, Long Beach (CSULB) students were given a 2-part survey before and after communication training and provided promising results on the effectiveness of the system. Overall, attitudes of participants showed the entire group agreed that communication is a key aspect in a job interview and that communication training would help them obtain more job offers. Participants that completed part-2 of the survey indicated that communication training through the system has overall helped their abilities. Long-term usage of the system could potentially show an increase in job interview performance (i.e., job interviews vs. job offers) and therefore, increasing the employment rate for people with disabilities.

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Ethier, Elizabeth. „Communication with the handicapped : case study of communication styles and practices between handicapped and non[-]handicapped citizens /“. View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1616.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Andrew Moemeka. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Management." Includes bibliographical references (leaves 113-116).
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Hine, Nicolas A. „Towards a multimedia communication service for people with disabilities“. Thesis, University of Dundee, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271377.

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6

Gaag, Anna van der. „Evaluating the communication skills of adults with learning disabilities“. Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341636.

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7

Olsson, Cecilia. „The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities“. Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1277.

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8

Morris, Vann. „Patronizing Speech in Interability Communication toward People with Cognitive Disabilities“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/communication_theses/29.

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Some people without disabilities may use patronizing speech when they talk to people with cognitive disabilities. This study asked college-aged students without disabilities to evaluate patronizing speech toward people with cognitive disabilities. They randomly read either one of two vignettes; in one vignette a cashier with no disability used patronizing speech toward a customer with a cognitive disability, and in the other vignette a cashier with no disability used nonpatronizing speech toward a customer with a cognitive disability. The participants evaluated the patronizing speech as being significantly less professional, appropriate, and common than the nonpatronizing speech. They rated the cashier as feeling significantly more warm, supportive, and nurturing when s/he used patronizing speech, and the customer as feeling significantly less respect when spoken to through patronizing speech. Significantly more participants believed they would have spoken differently than the cashier when s/he used patronizing speech.
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Sielen, Heather L. „Effects of learning and communication disabilities in children with autism“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sielenh.pdf.

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10

Bornman, Juanita. „The development of a primary level communication intervention protocol for children with severe disabilities“. Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-09042003-150713.

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11

Vargas-Robinson, Claudia. „Identifying Strategies to Support the Communication of Prelinguistic Bilinguals with Severe Disabilities“. Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108270.

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Thesis advisor: Susan Bruce
The prevalence of children with severe and multiple disabilities who come from culturally and linguistically diverse backgrounds increased considerably with the rise of immigration to the U.S. However, there is very little research about the way that children with disabilities who come from a culturally and linguistically diverse background communicate and develop communication skills (Mueller, Singer, & Carranza, 2006). Furthermore, there is no established term for describing this group of children. That is why this study uses the term Prelinguistic bilinguals to define individuals who use one or more languages at a nonverbal level in their everyday lives. This definition of prelinguistic bilinguals was built upon Grosjean’s (2010) definition of bilingualism. Knowing how prelinguistic bilingual children communicate and develop communication skills is fundamental for their educational team in order to effectively interact and support the children’s communication, which in turn would have a positive effect on their learning outcomes. The main goals of this study were to describe the communication of prelinguistic bilingual children and to learn more about what teachers, teacher assistants, speech language pathologists, and parents do to support their communication in English and Spanish. This qualitative study uses a constructivist theory approach to make in-case and across-case analyses of three case studies. Findings for the study indicated that prelinguistic bilingual children were not only aware of a difference between the two languages, but could also express a preference for one of their languages. Most of the communication supports that the participating adults provided for prelinguistic bilingual children were the same communication supports used for monolingual children developing language, which did not consider the children’s bilingual needs
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Schraufnagel, Caitlin D. „Assessing Learning Disabilities: Effectiveness of the Symbol Language and Communication Battery (SLCB)“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2501/.

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This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.
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Davis, Sharon. „Symbolic play : its impact on communication in adults with learning disabilities“. Thesis, De Montfort University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393493.

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14

Powell, Christine Carrington. „Communication In Support of Students with Disabilities Attending Career Technical Education“. Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

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Howells, Victoria. „Functional assessment and receptive communication assessment in adults with intellectual disabilities“. Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4841/.

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This thesis consists of a literature review and research report focussing on functional assessment and receptive communication assessment within an Applied Behaviour Analysis approach in an adult intellectual disability (ID) context. The literature review, informed by systematic review procedures, examines and critically evaluates the literature on the psychometric properties of the three prominent functional assessment instruments, the Motivation Assessment Scale, the Questions About Behaviour Function scale, and the Functional Analysis Checklist. These instruments, commonly utilised to identify the function(s) of challenging behaviour within functional assessment are compared, and factors impacting upon their reliability and validity examined. Recommendations for the application of these instruments within clinical and research settings are presented. The quantitative pilot study utilises a cross- sectional design to explore whether a standardised receptive communication assessment, the Test for the Reception Of Grammar version two, can be utilised as a reliable measure for comparing service users’ receptive communication competence with care staff perceptions. To examine whether care staff can accurately estimate the receptive communication competence of adult service users with intellectual disabilities (ID), and whether there is a relationship between accuracy, and service user and care staff characteristics. Finally it aims to investigate a possible relationship between overestimation by care staff of service users’ receptive communication competence and challenging behaviour. The results are considered with reference to existing research, and the implications for research and clinical practice outlined. The study limitations are explored and avenues for future research highlighted.
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Yu, Ka-man. „Fostering the communication capability of visually and speech impaired students“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472522.

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17

Murray, Meghan. „Developmental Disabilities and Family Dynamics“. Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495883075851037.

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18

Kullaya, Kosuwan Thompson James Richard Beck Ann R. „Factors that influence adolescents' attitudes toward peers who use augmentative and alternative communication (AAC)“. Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128280.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: James R. Thompson, Ann R. Beck (co-chairs), Maureen E. Angell, Stacey J. Bock, W. Paul Vogt. Includes bibliographical references (leaves 109-126) and abstract. Also available in print.
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19

Ninnoni, Jerry Paul K. „Effective communication with people with learning disabilities with epilepsy and their carers“. Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/657.

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People with learning disabilities constitute about 2% of the general population. Epilepsy is more prevalent among people with learning disabilities compared with the general population. Effective communication is central to the management of people with learning disabilities and epilepsy. It has both therapeutic and health promotion functions including psycho-social benefits to the individual and their carers. Carers play vital roles in supporting individuals who live in the community to manage their conditions and the need for effective communication between service users and health care professionals is crucially important. Effective communication may not only lead to improved quality of life but may reduce mortality through the promotion of better understanding of seizures and encouraging efficient use of medication. Despite this communication regarding community-based adults with mild learning disabilities has not been fully studied, in particular the service users‘ views and experiences regarding communication has been a neglected area. Yet, the service users‘ views may be the best source for the definition of effective communication. This study was triggered by the paucity of research that investigated service users‘ views and experiences regarding communication. Furthermore, numerous health policies have been formulated that emphasise the involvement of patients as consumers in the provision and delivery of health services. This study is purported to bridge this communication gap by offering service users a rare opportunity for them to express their views and experiences regarding communication to inform health policies and clinical practice. This study adopts a naturalistic qualitative approach and employs in-depth semi-structured interviews to solicit service users‘ and their carers‘ views and experiences regarding communication. The interviews also investigated service users‘ and carers‘ perspectives in regard to communication with health care professionals‘. Carer communication diaries were used to supplement the carers‘ interview data and also to endorse the credibility of the study findings. Six main findings emerged from this study that described service users‘ and carers‘ views and experiences regarding communication: communication needs and expectations; ‗engagement‘ as a predictor of effective communication; strategies of communication; facilitating factors of communication; methods of communication; barriers to communication. This study suggests that effective communication with people with learning disabilities and epilepsy requires a reflective model that incorporates self-assessment and awareness of the individual‘s communication needs and expectations. The model and recommendations that emerged from this study may be a useful resource for health and social care professionals.
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20

BARTLETT, AMBER. „EVIDENCE-BASED PRACTICES FOR IMPROVING COMMUNICATION SKILLS OF STUDENTS WITH MODERATE-TO-SEVERE DISABILITIES“. CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/725.

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Communication deficits are often evident in students with moderate-to-severe developmental disabilities. For these students, basic communication needs, like asking to use the restroom, requesting food or expressing discomfort are a challenge. Frustration caused by communication deficits can lead the student to express interfering behaviors, which may interrupt student learning. This paper identifies and describes evidence-based practices (EBPs) used to increase functional communication skills for students with moderate-to-severe developmental disabilities. This review focuses on functional communication training (FCT) and the picture exchange communication system (PECS) and their use to increase functional communication skills. The study also explains how to implement FCT and PECS and the results and challenges that may take place during the implementation process. This is an informative paper intended for special education teachers who work with students with moderate-to-severe disabilities.
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Scharf, Mary Kay Lian Ming-Gon John. „The effects of communication training on parent participation in school programs for children with disabilities“. Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101126.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 14, 2005. Dissertation Committee: Ming-Gon John Lian (chair), Keith E. Stearns, Miryam Assaf-Keller, Mark E. Swerdlik, Ray Dembinski. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.
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Tanaka, Yuki. „The influence of the transition plan in developing communication programs“. PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4249.

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The transition of students with moderate to severe handicaps from school to work and adult life has become a principal concern of special education over the last decade. Despite of these attentions, there has been little attention to the need for including plans for the student's communication needs in his or her Transition Plan. Thus, it is important to study the relationship between the inclusion of a student's communication needs in his or her Transition Plan and the effectiveness of communication programs. The purpose of this study is to identify the relationship between the Transition Plan and the effectiveness of communication programs, considering the individual's functioning level, family involvement, and communication mode.
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Smith, Ashlyn L. „Parental stress and its relation tp parental perceptions of communication following language intervention“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-134357/.

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Thesis (M.A.)--Georgia State University, 2007.
Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).
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Clayton, Lynn E. „Intervention Settings for Children with Cochlear Implants and Developmental Disabilities“. University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468.

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Richard, Nancy B. „Siblings as communication trainers for prelinguistic infants with Down Syndrome /“. Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7722.

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Watson, Kathleen Clotfelter. „Parent and professional perspectives of communication in developmental treatment settings /“. Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7291.

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27

Conde, Joann M. „Patterns of verbal communication in children with special needs“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements when compared to their peers without a disability. Externalizing behaviors also appeared to be associated with increased use of considerate and encouraging statements. Findings also suggested that intellectual ability may be related to children's verbalizations, but unrelated to children's behaviors. Intellectual functioning appeared to be directly related to children's use of rejecting statements. Upon comparing these findings to previous literature on the social communication between children with and without special needs, it is unclear whether children with special needs evidence a shared communicative culture or ability to interpret communication patterns, which results in more positive communicative interactions. This study has implications for appropriate educational placement, the formation of children's friendships, and the social communication of children with special needs.
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Benedict, Christine. „Communication intervention for children with autism a literature review /“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007benedictc.pdf.

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29

Pontual, da Rocha Falcão Taciana. „Discovery learning with tangible technologies : the case of children with intellectual disabilities“. Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021669/.

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Intellectual disabilities cause significant sub--‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio--‐constructionist perspective, digital technologies can provide resources to help addressing these difficulties. Tangible technologies are considered particularly promising tools for children with intellectual disabilities, by enabling interaction through physical action and manipulation and facilitating representational concrete--‐ abstract links by integrating physical and digital worlds. However, hands--‐on learning activities remain a recommended but problematic approach for intellectually disabled students. This thesis investigates how and which characteristics of tangible interaction may support children with intellectual disabilities to productively engage in discovery learning. Empirical studies were performed where children with intellectual disabilities used four tangible systems with distinct design characteristics. Four broad themes emerged from qualitative analysis which are central for identifying how to best support exploratory interaction: types of digital representations; physical affordances; representational mappings; and conceptual metaphors. Guidelines for the development of tangible artefacts and facilitation of discovery learning activities with tangibles were derived from these themes. A complementary quantitative analysis investigated the effects of external guidance in promoting episodes of discovery in tangible interaction. This thesis argues that providing tangible interaction alone is not sufficient to bring significant benefits to the experience of intellectually disabled students in discovery learning. Visual digital representations, meaningful spatial configurations of physical representations, temporal and spatial contiguity between action and representations, simple causality and familiar conceptual metaphors are critical in providing informational intrinsic feedback to exploratory actions, which allied with external guidance that creates a minimal underlying structure for interaction, should establish an ideal environment for discovery.
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Liu, Ka-pik Elinda. „Expression of communication function using computerized and non-computerized communication systems“. Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209922.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Cawley, James. „Natural repertoires of functional communication in children with learning disabilities and challenging behaviour“. Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397205.

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32

Lilienfeld, Margaret. „The social interaction of an adolescent who uses augmentative and alternative communication the evaluation of a peer training programme /“. Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07212005-093438.

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Thesis (D. Phil. Communication Pathology)--University of Pretoria, 2002.
Summary in English and Afrikaans. Appendices are on a CD-ROM accompanying the print version of the thesis. Includes bibliographical references.
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Kreiner, Janice Loring. „Development of a Vocabulary-Free Leisure Interest Assessment Instrument for Individuals with Severe Developmental Disabilities and Communication Difficulties“. Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1122663012.

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Tait, Kathleen J. „Analysis and enhancement of communication behaviour in children with cerebral palsy /“. St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17769.pdf.

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35

Apraiz, Elvira. „Using pictures of paintings as aids to communication with people who have learning disabilities“. Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247315.

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36

Bornman, Juan 1968. „The development of a primary level communication intervention protocol for children with severe disabilities“. Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/27719.

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Service delivery to children with severe disabilities (CSDs) in developing countries share some common characteristics. These include inaccessible services due to the fact that the majority of services are located in a few large cities, the focus of services are usually on school-age children (with few for pre-schoolers), many services require specialised staff and high technology equipment that is not always available and professionals who tend to work in isolation with minimal integration between services. A particularly vulnerable group within the sphere of CSDs are beginning communicators because of their inability to articulate their needs, feelings and rights. Programmes to specifically address these communication needs by equipping them with the necessary skills to interact and participate in society, are very limited. Often the first contact that primary caregivers of a CSD have with professionals, is with the community health nurse. Furthermore, they often remain the only professionals who provide continuous support and assistance to these caregivers. It is therefore clear that these nurses need to be equipped with the necessary knowledge and skills in order to assist caregivers in dealing with their children with severe disabilities. This can be done by training these nurses (through multiskilling) to function as transdisciplinary professionals. Furthermore, a need for appropriate materials for service delivery to this population also exists. Consequently the BCIP (Beginning Communication Intervention Protocol) was developed. The BCIP addresses four important communication domains, namely communication means (including objects, photographs, manual signs, PCS symbols and a simplified 4-option digital speaker), functions (namely informational functions e.g. requesting more, requesting help, etc. and social functions, e.g. greeting, drawing attention to self, etc.), partners (both adults and peers) and the deliberate creation of communication opportunities (e.g. by providing small portions, placing desired items out of research) etc. Care was taken to ensure culture sensitivity and the authenticity of the BCIP. Twenty community health nurses were trained in the application of the BCIP. Training employed adult learning principles and was one week long, followed by three follow-ups that were conducted in situ (at two weeks, six weeks and five months post-training). Multiple measurements were used to evaluate the knowledge and skills acquired after training, namely questionnaires, structured interviews, skill demonstrations (which were video recorded and rated by the researcher and an independent rater) and a focus group. Results indicated that the BCIP training is relevant in bringing about a significant change in the targeted domains, namely knowledge and skills. Peripheral behaviours (namely attitudes, job satisfaction and type of service delivery provided) were all rated high at the onset of the research and thus quantitative data failed to show improvement. On the other hand, qualitative data from the focus group suggested improvement.
Dissertation (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2004.
Centre for Augmentative and Alternative Communication (CAAC)
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Rankin, Wendi Michele. „Utilizing Art Therapy to Recognize Cognitive-Communication Disabilities in Patients with Traumatic Brain Injury“. Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1211417561.

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Herbert, Morgan E. „Efficacy of Peer Network Interventions for Students with Severe Disabilities and Complex Communication Challenges“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542206024262607.

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Bradshaw, Jill. „Staff attributions of challenging behaviour and perceptions of communication in adults with learning disabilities“. Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540985.

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Stayer, Jane Mary. „Facilitating Independent Communication for an Adult with Severe, Nonfluent Aphasia Using a Voice Output Communication Aid“. PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4790.

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Aphasia is an acquired general impairment of the language processes resulting from brain damage that is frequently caused by cerebrovascular accidents (CVAs). Persons with aphasia have a history of retaining important communication competencies that have the potential for helping them succeed in using augmented communication systems. Using augmentative and alternative communication (AAC) systems by adults with aphasia has been studied, but few studies have reported successfully using AAC systems in rehabilitating adults with aphasia. New advanced technologies including the availability of devices that talk, store a lot of information, and are relatively small can give AAC the potential to affect a greater change in functional communication skills for more persons with aphasia, particularly as experience with AAC rehabilitation grows. The purpose of the present study was to determine whether an adult with severe, nonfluent aphasia could communicate independently by adding a voice output communication aid (VOCA) to his natural communication repertoire. This study also sought to answer the following question: Does the addition of a VOCA to natural expression facilitate independent communication in an adult with severe, nonfluent aphasia? One subject was drawn from the out-patient members of a recreationoriented communication treatment group which is conducted at the Portland Veterans' Affairs Medical Center. The subject had been diagnosed with severe, nonfluent aphasia by a certified Speech/Language Pathologist. This study used a single-subject, component assessment research design to explore the relative effectiveness of components in an aphasia and AAC treatment package. It compared the relative effectiveness of Promoting Aphasics' Communicative Effectiveness (PACE) only treatment using natural communication strategies with that of PACE treatment for natural strategies plus a VOCA component. The subject's attempts to convey information were videotaped and analyzed using mean scores and a split-middle method of trend estimation to determine whether performance differences existed under two treatment conditions. The data for the number of conversational turns show an increase in the number of conversational turns which confirms an overall decrease in efficiency of communication for a severely aphasic person in this structured task in the augmented condition. Second, although the data for the number of communication breakdowns, the number of repair turns, and the repair turns as a percentage of total turns show a decline which would confirm an overall increase in effectiveness, this study does not conclusively demonstrate that the use of a VOCA enhances communication in this setting for this person compared to PACE only treatment. Lastly, the data for the number of messages conveyed correctly show little change which confirms by the measure used in this study, no difference in accuracy of communication for this activity in the augmented condition.
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Malhotra, Neera. „Desirable Conversations: Sexuality and Women with Intellectual Disabilities“. PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.

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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality? The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.
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Schwartz, Paul J. „A comparative study of two augmentative communication methods words strategy and traditional orthography“. Ohio : Ohio University, 1989. http://www.ohiolink.edu/etd/view.cgi?ohiou1182515534.

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Welch, Angela. „The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

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Larson, Mark James. „The use of functional assessment and analysis to accelerate the social communication targets of children with severe multiple disabilities at home and school /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7796.

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Huguet, Alice Audrey. „The iconicity of picture communication symbols for children with English additional language and intellectual disabilities“. Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26328.

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Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations with disabilities. This study aimed to determine the iconicity of Picture Communication Symbols (PCS) for children with English Additional Language (EAL) and intellectual disability. A quantitative, non-experimental, descriptive design was used. Thirty participants between the ages of 12;00 and 15;11 (years; months) with EAL and intellectual disability were required to identify 16 PCS presented thematically on a ‘bed-making’ communication overlay in response to a gloss read out by the researcher. The results indicated that, overall, the 16 PCS were relatively iconic to the participants. The results also indicated that the iconicity of PCS can be manipulated and enhanced and that it can be influenced by other PCS that are used simultaneously on the communication overlay. The reasons for these findings are described. The clinical and theoretical implications of this study’s results are discussed, followed by a critical evaluation of this study and, finally, recommendations for future research are suggested.
Dissertation (Master of Arts)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
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46

Geiger, Martha. „Building communication interventions for children with severe disabilities on cultural resources: an action research enquiry“. Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16536.

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Includes bibliographical references
In South Africa, children with severe disabilities are often the most neglected in terms of planning and providing appropriate interventions. For those with severe communication disabilities, an additional lack is in the area of the basic human right to meaningful interactions and communication. Sustainable strategies to provide opportunities for basic communicative participation of these children are urgently sought. The focus of this study, grounded in the transformative paradigm, was on culturally determined processes that can increase and enrich the communicative participation of children with severe communication disabilities in an isiXhosa language and cultural context. The aims of the study were: * to identify culturally determined non-verbal and pragmatic elements of social interaction in an isiXhosa language context. * to identify culturally appreciative strategies to support the communicative participation of children with severe communication impairments in this context. The participants were 44 mothers and/or primary carers of children with severe cerebral palsy from an under-resourced peri-urban isiXhosa speaking context in the Western Cape. The method comprised an action research journey with iterative cycles of collaborative action, reflection and subsequent further planning with participants. Data collection included action reflection group sessions, reflective dialogues with the group facilitators, and participant observations. All data was qualitative. Data analysis included a process of in-group collaborative analysis and verification followed by reflective dialogues with the group facilitators and interpretive thematic content analysis. The findings included 12 action learning outcomes, from which two main themes were identified, directly responding to the two main aims of the study. Findings that were considered new were framed as three theses: Thesis 1: Relationships are the context and motivation for communicative participation: the social inclusion and non-ostracism of mothers need to be prioritised in order for them and their children to enjoy communicative participation. Thesis 2: The 'Middle Ground' is a valuable positionality in implementing transformative action learning as an intervention approach. Thesis 3: There is a need to reframe culture as a resource in supporting the communication development of children with severe communication disabilities. In conclusion, implications for clinical practice, for training, for policy planning and implementation and for further research are discussed. Practical suggestions for application by mothers and others caring for children with severe communication disabilities in similar contexts are included.
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Anderson, Aimee E. „Augmentative communication and autism : a comparison of sign language and the picture exchange communication system /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3027052.

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48

Wagle, Reena Mohan. „Non-verbal communication interaction : its effect on participation in person centered planning /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

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Walker, Michelle A. „A study to determine the amount of communication between guidance counselors and students with disabilities related to a transition to the world of work“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999walkerm.pdf.

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50

Ali, Emad Mohammed. „The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangible symbols and other adaptations with PECS to teach requesting skills to students with multiple disabilities. Specifically, the participants were four students with multiple disabilities including visual impairment who also had many challenges in communication skills. The research design was the multiple probe design across subjects, a variation of a multiple baseline design. A notable benefit to this design is that there was no need to collect continuous recordings of baseline measures, because a strong a priori assumption of stability and the possibility of causing strong participant reactions existed before introducing the intervention. Instead, the researcher made periodic recordings of baseline levels to insure no significant changes have occurred before introducing the intervention.The study included four parts: (a) the assessment of reinforcers, (b) baseline, (c) the implementation of the intervention, which was teaching the three PECS phases and conducting generalization sessions, and (d) the maintenance condition. Three important research questions were posed:1. Can students with multiple disabilities including visual impairment learn to make requests for preferred items using adapted PECS materials and procedures?2. Can students with multiple disabilities including visual impairment generalize requesting skills for preferred items using adapted PECS from training rooms to classrooms?3. Can students with multiple disabilities including visual impairment maintain requesting skills after training?The results indicated that all four participants learned requesting skills using adapted PECS, generalized the newly acquired skills to their classrooms, and maintained the requesting skills after training. Results of this study provided preliminary evidence that PECS with adaptations could be used effectively to teach requesting skills for students with multiple disabilities including visual impairment.
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