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Journal articles on the topic 'AUGMENTATIVE ROLE'

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Published: 11 September 2023

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1

McKinlay, A., W. Beattie, J. L. Arnott, and N. A. Hine. "Augmentative and alternative communication: the role of broadband telecommunications." IEEE Transactions on Rehabilitation Engineering 3, no. 3 (1995): 254–60. http://dx.doi.org/10.1109/86.413198.

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2

Van Ijzendoorn, Marinus, and Marian J. Bakermans-Kranenburg. "The role of oxytocin in parenting and in augmentative pharmacopsychotherapy." Psychoneuroendocrinology 61 (November 2015): 2. http://dx.doi.org/10.1016/j.psyneuen.2015.07.390.

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3

Dietz, Aimee, Sarah E. Wallace, and Kristy Weissling. "Revisiting the Role of Augmentative and Alternative Communication in Aphasia Rehabilitation." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 909–13. http://dx.doi.org/10.1044/2019_ajslp-19-00041.

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Purpose The purpose of this article is to revisit the role of augmentative and alternative communication (AAC) in poststroke aphasia rehabilitation. The authors' intent is to provide a viewpoint that expands the use of AAC in poststroke aphasia rehabilitation. Specifically, we seek to clarify the role of AAC in restorative and participation approaches to aphasia rehabilitation while also considering the role of AAC in a comprehensive treatment plan. The authors support their viewpoint with citations from both the historic and contemporary literature on aphasia rehabilitation. Conclusions A thought-provoking viewpoint on the role of AAC in poststroke aphasia rehabilitation is proposed. More specifically, the versatility of AAC strategies is reviewed, with an emphasis on how AAC can be used to empower people with aphasia to fully participate and engage in life activities with increased independence. Moreover, we argue that AAC can be viewed as a dual-purpose tool that can simultaneously serve to drive intersystemic reorganization resulting in some improved language performance—and perhaps restoration of language function—while offering a communication alternative during inevitable anomic events.
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4

Hyppa-Martin, Jolene. "AAC Clinical Education: Measuring Outcomes With Single Subject Designs." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 45–55. http://dx.doi.org/10.1044/persp1.sig12.45.

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Single subject experimental designs are a clinical tool that enable speech-language pathologists to make low-inference, data-driven intervention decisions and can be particularly useful when treating heterogeneous clinical populations for which there is limited directly applicable extant scientific evidence. Single-subject experimental designs are also useful in supporting the development of clinical expertise for speech-language pathologists and graduate students. This article provides a basic overview of the role of single-subject experimental designs in augmentative and alternative communication clinical education and the potential contributions that the application of these designs can make to the field of augmentative and alternative communication.
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Hyppa-Martin, Jolene. "AAC Clinical Education: Measuring Outcomes With Single Subject Designs." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 48–58. http://dx.doi.org/10.1044/persp1.sig12.48.

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Single subject experimental designs are a clinical tool that enable speech-language pathologists to make low-inference, data-driven intervention decisions and can be particularly useful when treating heterogeneous clinical populations for which there is limited directly applicable extant scientific evidence. Single-subject experimental designs are also useful in supporting the development of clinical expertise for speech-language pathologists and graduate students. This article provides a basic overview of the role of single-subject experimental designs in augmentative and alternative communication clinical education and the potential contributions that the application of these designs can make to the field of augmentative and alternative communication.
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6

Ayesha Kamal Butt, Rabia Zubair, and Farooq Azam Rathore. "The role of Augmentative and Alternative Communication in Speech and Language Therapy: A mini review." Journal of the Pakistan Medical Association 72, no. 3 (March 3, 2022): 581. http://dx.doi.org/10.47391/jpma.22-023.

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Augmentative and Alternative Communication is an aided or unaided means of communication which supports existing communication abilities of an individual or replaces natural speech due to any speech and language disorder. The deficit could be developmental or acquired such as autism spectrum disorder, cerebral palsy, learning difficulties, dysarthria, dyspraxia or due to any acquired neurological condition such as aphasia and other degenerative disorders. Furthermore, it may be due to surgical procedures such as laryngectomy. Alternate means of communication have also been successfully used with COVID-19 patients. These tools may include pictures, symbols, signs or voice output devices. Parents of children with special needs and medical professionals have been reluctant in implementing the approach due to certain misconceptions. The aim of this review is to summarize the current evidence for the use of Augmentative and Alternative Communication with a range of disorders in relation to in relation to Pakistan. Keywords: Assistive technology, Aided communication, Complex communication needs, Early intervention, Speech generating devices, Speech and language intervention Continue...
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7

Rose, J., and E. Alante. "Augmentative and alternative communication: Relevance for physiotherapists." South African Journal of Physiotherapy 57, no. 4 (November 30, 2001): 18–20. http://dx.doi.org/10.4102/sajp.v57i4.518.

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Communication is one of the critical components in determining quality of life of individuals and families. All members of the transdisciplinary rehabilitation team therefore need to develop the knowledge and skills to communicate effectively with clients with little or no speech. This involves creating opportunities for communicative interaction and facilitation of functional communication. The field of augmentative and alternative communication (AAC) provides strategies and techniques which facilitate the interaction process and is applicable to a wide range of medical conditions which may impact on the functionality and intelligibility of speech. These strategies are classified either as aided or unaided. The role of the physiotherapist in AAC assessment and intervention is explored in the context of transdisciplinary teamwork. The importance of exposing students to AAC as part of the undergraduate and postgraduate training programs for physiotherapists is discussed.
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8

Brownlee, Alisa, and Merisa Palovcak. "The role of augmentative communication devices in the medical management of ALS." NeuroRehabilitation 22, no. 6 (December 28, 2007): 445–50. http://dx.doi.org/10.3233/nre-2007-22607.

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9

MURPHY, JOAN, IVANA MARKOVÁ, SARAH COLLINS, FIONA McCALL, and ELEANOR MOODIE. "The role of the communication partner in augmentative and alternative communication (AAC)." International Journal of Language & Communication Disorders 30, S1 (October 1995): 603–7. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01762.x.

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10

Alante, E. "Augmentative and alternative communication intervention: A lifespan issue." South African Journal of Physiotherapy 56, no. 1 (February 28, 2000): 25–28. http://dx.doi.org/10.4102/sajp.v56i1.548.

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The purpose of this article is to reflect on the needs of people with little or no functional speech and the difficulties they experience throughout their lives. The mismatch between the needs of Augmentative and Alternative Communication (AAC) users and intervention provided is explored by firstly addressing the need for AAC users to become an integral part of the intervention team and in this way to professionalise consumer input. Secondly, the need for a more collaborative approach to team work is highlighted to ensure more effective problem-solving of lifespan issues. Finally, some brief comments are made about the role of the physiotherapist as part of the AAC intervention team
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11

Remington-Gurney, Jane. "Scaffolding conversations using augmentative and alternative communication (AAC)." Journal of Social Inclusion 4, no. 1 (August 28, 2013): 45–69. http://dx.doi.org/10.36251/josi62.

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Non speech methods of communication, such as the use of gesture and signing along with pointing or indicating icons on a screen or display is known collectively as Augmentative and Alternative Communication (AAC). This paper is not research driven but does explore the critical role of the speaking communication partner in enabling and empowering the user of AAC to have a voice in social interactions. Transcription analysis is used to examine what communication partners do in three recorded interviews with people who have difficulty with spoken language. It is proposed that there would be more efficient and inclusive discourses if more communication partners through in-service and pre-service training, were comfortable with scaffolding techniques.
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12

Proctor, Lisa A., and Jill Oswalt. "Augmentative and Alternative Communication: Assessment in the Schools." Perspectives on Augmentative and Alternative Communication 17, no. 1 (April 2008): 13–19. http://dx.doi.org/10.1044/aac17.1.13.

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Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.
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13

Ladtkow, Margaret. "Traumatic Brain Injury and Severe Expressive Communication Impairment: The Role of Augmentative Communication." Seminars in Speech and Language 14, no. 01 (February 1993): 61–73. http://dx.doi.org/10.1055/s-2008-1064159.

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14

Yamane, K., and T. Kobayashi. "Endogenous AA metabolites and their possible role in tracheal smooth muscle tone in guinea pigs." Journal of Applied Physiology 69, no. 1 (July 1, 1990): 26–32. http://dx.doi.org/10.1152/jappl.1990.69.1.26.

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The effects of endogenous arachidonic acid (AA) metabolites on inherent tone and histamine-induced constriction were studied in guinea pig tracheal smooth muscle. Inhibitors of either cyclooxygenase (indomethacin) or lipoxygenase (AA 861) significantly diminished the inherent tone of the muscle. Antagonists of prostaglandins (SC 19220) or leukotrienes (FPL 55712) also diminished the inherent tone, whereas an inhibitor of thromboxane synthase (OKY 046) had no significant effect. These results show that the metabolites of the lipoxygenase pathway as well as prostaglandins also participate in the maintenance of inherent tone. To reexamine the previously reported augmentation of histamine constriction induced by the inhibitors and the antagonists, we compared the active tension of the muscle measured from the maximum relaxed level as the base line to eliminate the fluctuation of inherent tone. Such comparison revealed that the inhibitors and the antagonists have no augmentative effect on either the maximum response to histamine or the concentration required to produce 50% of maximum active tension and that there is functional synergism between the exogenously added histamine and the endogenously produced AA metabolites. Therefore the zero active tension is useful as a base line to compare the contractile response of a drug-treated preparation with that of a nontreated preparation.
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15

Moffatt, Karyn, Golnoosh Pourshahid, and Ronald M. Baecker. "Augmentative and alternative communication devices for aphasia: the emerging role of “smart” mobile devices." Universal Access in the Information Society 16, no. 1 (September 28, 2015): 115–28. http://dx.doi.org/10.1007/s10209-015-0428-x.

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16

Thiessen, Amber, Christy Horn, David Beukelman, and Sarah E. Wallace. "Learning Motivation of Adults Involved in AAC Intervention." Perspectives on Augmentative and Alternative Communication 20, no. 2 (June 2011): 69–74. http://dx.doi.org/10.1044/aac20.2.69.

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Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.
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17

Long, Siobhan. "Pushing the Outside of the Envelope: A study of communicative competence among children using augmentative communication and their partners." Journal of Clinical Speech and Language Studies 7, no. 1 (September 1, 1997): 43–71. http://dx.doi.org/10.3233/acs-1997-7106.

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Clinicians working in the field of augmentative and alternative communication require a theoretical framework to inform their therapeutic intervention. Such a model is vital if speech and language therapy is to be effective in facilitating individuals who are non-speaking to achieve their communicative potential. This study focused on: (1) the compensatory strategies which non-speaking children use in order to maximise their communicative effectiveness, and (2) the behaviour patterns favoured by their partners. Light’s (1989) model of communicative competence for individuals who use augmentative communication provides the theoretical framework for this study. Six children aged between 8.03yrs. and 12.10yrs. were videotaped interacting with a familiar communication partner in two contexts: general conversation (Context A) and communicating novel information (Context B). Results suggest that partner variables play a more significant role than Light’s original model suggested, although the child’s competence is also affected by the language made available to him/her. Theoretical and therapeutic implications are considered.
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18

Barton-Hulsey, Andrea, Jane Wegner, Nancy C. Brady, Betty H. Bunce, and Rose A. Sevcik. "Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays." American Journal of Speech-Language Pathology 26, no. 2 (May 17, 2017): 227–40. http://dx.doi.org/10.1044/2016_ajslp-15-0166.

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Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.
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Light, Janice, and David McNaughton. "Putting People First: Re-Thinking the Role of Technology in Augmentative and Alternative Communication Intervention." Augmentative and Alternative Communication 29, no. 4 (November 15, 2013): 299–309. http://dx.doi.org/10.3109/07434618.2013.848935.

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20

Hassani, Danial, Muhammad Khalid, Danfeng Huang, and Yi-Dong Zhang. "Morphophysiological and molecular evidence supporting the augmentative role ofPiriformospora indicain mitigation of salinity inCucumis meloL." Acta Biochimica et Biophysica Sinica 51, no. 3 (February 19, 2019): 301–12. http://dx.doi.org/10.1093/abbs/gmz007.

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21

Da Fonte, M. Alexandra, and Miriam C. Boesch. "Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers." Journal of International Special Needs Education 19, no. 2 (May 1, 2016): 47–58. http://dx.doi.org/10.9782/2159-4341-19.2.47.

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Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.
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Arya, Shantanu, Dakshta Vaid, Nima Zangmo, L. N. Garg, and Sachin Praveen Kumar. "Speech language characteristics and intervention approaches in lockedin syndrome post snake envenomation." International Journal of Research in Medical Sciences 8, no. 10 (September 24, 2020): 3724. http://dx.doi.org/10.18203/2320-6012.ijrms20204260.

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The present case study illustrates hypoxic-ischemic encephalopathy as a result of neuroparalytic snake envenomation in an 11 year old male patient. Detailed speech assessment was done which revealed diverged oral structures and language loss. The study aims to document speech and language characteristics as well as rehabilitation in terms of speech therapy. The study enlightens the role of speech language pathologist in assessment and intervention of locked in syndrome. Study shows the swapped roles of traditional therapy approaches and the importance of augmentative and alternative communication as compassion and a beneficial technique in an intricate incident like hypoxic-ischemic encephalopathy as a result of neuroparalytic snake envenomation.
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23

Tsai, Meng-Ju. "Augmentative and Alternative Communication Service by Speech–Language Pathologists in Taiwan." Communication Disorders Quarterly 40, no. 3 (March 19, 2018): 176–91. http://dx.doi.org/10.1177/1525740118759912.

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Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the article is to review the evolution of AAC service delivery by SLPs in Taiwan. Findings from Australia, New Zealand, and Hong Kong served as a reference. A questionnaire was mailed to 302 participants registered with the Speech-Language-Hearing Association of Taiwan (SLHA) as SLPs. A response rate is 33%. Most SLPs work in a department of rehabilitation in a hospital setting which is in northern Taiwan. Workshops held by the SLHA were the major resources for obtaining professional knowledge in AAC. Collaboration with an AAC team and training in the use of high-tech communication devices were the most desired forms of information and/or training. Implications are discussed.
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Fischer, Susanne, Tabea Schumacher, Christine Knaevelsrud, Ulrike Ehlert, and Sarah Schumacher. "Genes and hormones of the hypothalamic–pituitary–adrenal axis in post-traumatic stress disorder. What is their role in symptom expression and treatment response?" Journal of Neural Transmission 128, no. 9 (April 7, 2021): 1279–86. http://dx.doi.org/10.1007/s00702-021-02330-2.

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Abstract Background Less than half of all individuals with post-traumatic stress disorder (PTSD) remit spontaneously and a large proportion of those seeking treatment do not respond sufficiently. This suggests that there may be subgroups of individuals who are in need of augmentative or alternative treatments. One of the most frequent pathophysiological findings in PTSD is alterations in the hypothalamic–pituitary–adrenal (HPA) axis, including enhanced negative feedback sensitivity and attenuated peripheral cortisol. Given the role of the HPA axis in cognition, this pattern may contribute to PTSD symptoms and interfere with key processes of standard first-line treatments, such as trauma-focused cognitive behavioural therapy (TF-CBT). Methods This review provides a comprehensive summary of the current state of research regarding the role of HPA axis functioning in PTSD symptoms and treatment. Results Overall, there is preliminary evidence that hypocortisolaemia contributes to symptom manifestation in PTSD; that it predicts non-responses to TF-CBT; and that it is subject to change in parallel with positive treatment trajectories. Moreover, there is evidence that genetic and epigenetic alterations within the genes NR3C1 and FKBP5 are associated with this hypocortisolaemic pattern and that some of these alterations change as symptoms improve over the course of treatment. Conclusions Future research priorities include investigations into the role of the HPA axis in day-to-day symptom variation, the time scale in which biological changes in response to treatment occur, and the effects of sex. Furthermore, before conceiving augmentative or alternative treatments that target the described mechanisms, multilevel studies are warranted.
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Trujillo, Christopher, Brenda Del Monte, Melanie Conatser, Gina Norris, Carrie Westcott, Tauni Malmgren, and Kelly Moritz. "OT’s Role in Literacy Learning for Children Who Use an Augmentative and Alternative Communication (AAC) Device." American Journal of Occupational Therapy 74, no. 4_Supplement_1 (August 1, 2020): 7411505196p1. http://dx.doi.org/10.5014/ajot.2020.74s1-po7202.

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26

Iacono, Teresa, David Trembath, and Shane Erickson. "The role of augmentative and alternative communication for children with autism: current status and future trends." Neuropsychiatric Disease and Treatment Volume 12 (September 2016): 2349–61. http://dx.doi.org/10.2147/ndt.s95967.

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27

Johnston, Susan S., Joe Reichle, and Joanna Evans. "Supporting Augmentative and Alternative Communication Use by Beginning Communicators With Severe Disabilities." American Journal of Speech-Language Pathology 13, no. 1 (February 2004): 20–30. http://dx.doi.org/10.1044/1058-0360(2004/004).

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Augmentative and alternative modes of communication (AAC) have assumed an increasingly important role in meeting the communicative needs of individuals with severe disabilities. Despite the potential of AAC to enhance an individual’s communicative effectiveness, practitioners may encounter challenges in implementing AAC interventions with individuals with severe disabilities. This article provides strategies addressing some of the challenges faced by practitioners as they teach beginning communicators with severe disabilities to use AAC. Specifically, this article discusses strategies for dealing with situations when learners (a) have AAC systems but are not using them, (b) have AAC systems but their communication partners are not actively participating, or (c) use alternative, but socially or contextually inappropriate, strategies for communication. This article culminates in a framework for increasing the effectiveness of AAC interventions and presents a discussion of needed research.
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McNaughton, David, and Laura Richardson. "Supporting Positive Employment Outcomes for Individuals With Autism Who Use AAC." Perspectives on Augmentative and Alternative Communication 22, no. 3 (October 2013): 164–72. http://dx.doi.org/10.1044/aac22.3.164.

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Abstract Employment is a valued transition outcome for many individuals with autism who use augmentative and alternative communication (AAC). As for anyone, a successful employment experience will require careful planning during the school years and the provision of appropriate supports in the workplace. Consideration of the individual's skills, preferences, and needed supports will play a critical role in ensuring positive workplace participation. This article will describe key strategies for supporting positive outcomes for individuals with autism who use AAC and illustrate these approaches with case examples.
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Хиггинботам, Джефф, Кайла Конуэй, and Антара Сатчидананд. "Recording and Transcribing Interactions of Individuals Using Augmentative Communication Technologies." Journal of Social Policy Studies 19, no. 4 (December 29, 2021): 601–18. http://dx.doi.org/10.17323/727-0634-2021-19-4-601-618.

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The purpose of this article is to provide the reader with tools and recommendations for collecting data and making microanalytic transcriptions of interaction involving people using Augmentative Communication Technologies (ACTs). This is of interest for clinicians, as well as anyone else engaged in video-based microanalysis of technology mediated interaction in other contexts. The information presented here has particular relevance to young researchers developing their own methodologies, and experienced scientists interested in social interaction research in ACTs or as well as other digital communication technologies. Tools and methods for recording social interactions to support microanalysis by making unobtrusive recordings of naturally occurring or task-driven social interactions while minimizing recording-related distractions which could alter the authenticity of the social interaction are discussed. Recommendations for the needed functionality of video and audio recording equipment are made with tips for how to capture actions that are important to the research question as opposed to capturing 'generally usable' video. In addition, tips for processing video and managing video data are outlined, including how to develop optimally functional naming conventions for stored videos, how and where to store video data (i. e. use of external hard drives, compressing videos for storage) and syncing multiple videos, offering different views of a single interaction (i. e. syncing footage of the overall interaction with footage of the device display). Finally, tools and strategies for transcription are discussed including a brief description of the role transcription plays in analysis, a suggested framework for how transcription might proceed through multiple passes, each focused on a different aspect of communication, transcription software options along with discussion of specific features that aide transcription. In addition, special issues that arise in transcribing interactions involving ACTs are addressed.
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Kalyebi, A., W. A. Overholt, F. Schulthess, J. M. Mueke, and S. Sithanantham. "The effect of temperature and humidity on the bionomics of six African egg parasitoids (Hymenoptera: Trichogrammatidae)." Bulletin of Entomological Research 96, no. 3 (June 2006): 305–14. http://dx.doi.org/10.1079/ber2006429.

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AbstractThe life table statistics of six native Kenyan species/strains ofTrichogrammaandTrichogrammatoideawere established using a factitious hostCorcyra cephalonica, Stainton (Lepidoptera: Pyralidae), at eight different temperatures (10, 15, 20, 25, 28, 30, 32 and 35°C) and two humidity levels (40–50 and 70–80%). The objective was to select insects with superior attributes for augmentative release against lepidopteran pests in horticultural crops. Both temperature and humidity affected developmental time and life table parameters of the parasitoids but temperature played a more critical role. Developmental time was inversely related to temperature. The intrinsic and finite rates of increase increased with temperature up to 30°C. Both net reproduction rate and intrinsic rate of increase were higher at the lower humidity. Temperature inversely affected generation time of parasitoid strains regardless of the relative humidity. Two strains ofTrichogrammasp. nr.mwanzaicollected from both low and medium altitudes andTrichogrammatoideasp. nr.luteafrom the mid-altitudes, were better adapted to both low and high temperatures than the other strains, as indicated by the high intrinsic and net reproductive rates, at both humidity levels. These three strains appear to be promising candidates for augmentation biocontrol against the African bollwormHelicoverpa armigerain Kenya.
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Diachkova, Ekaterina, Daria Trifonova, Elena Morozova, Gyuzel Runova, Igor Ashurko, Maria Ibadulaeva, Valentin Fadeev, and Svetlana Tarasenko. "Vitamin D and Its Role in Oral Diseases Development. Scoping Review." Dentistry Journal 9, no. 11 (November 2, 2021): 129. http://dx.doi.org/10.3390/dj9110129.

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Vitamin D is a fat-soluble secosteroid that plays a significant role in the whole body, including the maxillofacial region. The discovery of its receptors in many cells and organs made it possible to reveal the participation of vitamin D not only in the regulation of calcium phosphate metabolism, but also in immune processes, in providing anti-inflammatory and antimicrobial effects, slowing down cell proliferation and stimulating differentiation. In this literature review, we demonstrate the association between low vitamin D levels and the development of recurrent aphthous stomatitis, the course and response to treatment of squamous cell carcinoma of the oral cavity, the severity of periodontal diseases, and the processes of osseointegration and bone remodeling during dental implantation and guided tissue regeneration. The aim of our article was to demonstate a possible connection between vitamin D level and the oral diseases that can be presented at an oral surgery appointment, which will help clinicians to reduce the risk of early dental implant failure, ensure favorable outcomes of augmentative operations, as well as decrease the destructive effects of severe periodontitis and other conditions throug knowledge and timely lab tests and endocrinologist prescriptions.
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Caron, Jessica Gosnell. "“We Bought an iPad”: Considering Family Priorities, Needs, and Preferences as an AAC Support Provider." Perspectives on Augmentative and Alternative Communication 24, no. 1 (January 2015): 5–11. http://dx.doi.org/10.1044/aac24.1.5.

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A growing number of families are adopting and embracing the use of iPads and other mobile technologies as augmentative and alternative communication (AAC) systems. Merely having access to this technology does not guarantee its success, as supports for customization and learning are almost always needed. Team members need to work effectively with families to maximize outcomes. Consideration of individual and family priorities, preferences, and needs will play a critical role in ensuring positive AAC experiences and successful outcomes. This article describes key strategies for supporting and collaborating with families and illustrates these approaches with case examples.
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Carlin, Charles H., Katie Boarman, and Erin E. Brady. "Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 29–37. http://dx.doi.org/10.1044/persp1.sig12.29.

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Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.
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Carlin, Charles H., Katie Boarman, and Erin E. Brady. "Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 32–40. http://dx.doi.org/10.1044/persp1.sig12.32.

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Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.
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Wagner, Barry T., Lauren A. Shaffer, and Olivia A. Swim. "Identifying, Locating, and Sequencing Visual-Graphic Symbols: A Perspective on the Role of Visuospatial and Temporal Memory." Perspectives on Augmentative and Alternative Communication 21, no. 1 (April 2012): 23–29. http://dx.doi.org/10.1044/aac21.1.23.

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Abstract It is well documented in the augmentative and alternative communication (AAC) literature that many children exhibit difficulty identifying visual-graphic symbols on aided communication displays during the communication process. Researchers have identified a number of variables that influence children's abilities to identify these symbols. Some of these variables include the type of symbol used, language organization, display type, and the actual physical dimensions of symbols such as size and color. One important variable that has not been considered or evaluated in AAC display designs is children's developmental visuospatial and temporal memory abilities. In this article, we will discuss the role that developing visuospatial and temporal memory may play in the identification, location, and sequence of visual-graphic symbols. We will review basic terminology regarding memory function related to object-location memory and present clinical considerations for easing the memory and attentional processing demands of selecting visual-graphic symbols.
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Bean, Allison, Lindsey Paden Cargill, and Samantha Lyle. "Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication." American Journal of Speech-Language Pathology 28, no. 3 (August 9, 2019): 1000–1009. http://dx.doi.org/10.1044/2019_ajslp-18-0041.

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Purpose Nearly 50% of school-based speech-language pathologists (SLPs) provide services to school-age children who use augmentative and alternative communication (AAC). However, many SLPs report having insufficient knowledge in the area of AAC implementation. The objective of this tutorial is to provide clinicians with a framework for supporting 1 area of AAC implementation: vocabulary selection for preliterate children who use AAC. Method This tutorial focuses on 4 variables that clinicians should consider when selecting vocabulary: (a) contexts/environments where the vocabulary can be used, (b) time span during which the vocabulary will be relevant, (c) whether the vocabulary can elicit and maintain interactions with other people, and (d) whether the vocabulary will facilitate developmentally appropriate grammatical structures. This tutorial focuses on the role that these variables play in language development in verbal children with typical development, verbal children with language impairment, and nonverbal children who use AAC. Results Use of the 4 variables highlighted above may help practicing SLPs select vocabulary that will best facilitate language acquisition in preliterate children who use AAC.
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Stoetzer, Marcus, Vasilios Alevizakos, Björn Rahlf, Nils-Claudius Gellrich, Andreas Kampmann, and Constantin von See. "The Impact of Different Augmentative Methods on the Expression of Inflammatory Factors." Journal of Oral Implantology 45, no. 5 (October 1, 2019): 356–61. http://dx.doi.org/10.1563/aaid-joi-d-19-00050.

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Many animal studies show that an intact periosteum plays an important role in osseous regeneration. The potential effect of an in vivo periosteal barrier membrane on the expression of specific proteins has not been examined sufficiently. The aim of the present study is to investigate the influence of the flap preparation method and collagen membrane on the emission of inflammatory factors. This study examines 20 patients with dental implants who had previously undergone an augmentation. A soft tissue sample was taken during augmentation and 3 months later from the same location. Samples were always taken from the margins of a previously prepared mucoperiosteal flap. The flap was raised with a conventional periosteal elevator in the control group and with a piezoelectric device in the test group. In both groups, we covered half of the augmented bone with a native collagen membrane (NCM; Geistlich Bio-Gide). This allowed us to examine the same incision area with and without a membrane. An immunohistochemical analysis was performed for collagen IV, fibronectin, and inflammatory factors such as cluster of differentiation 31 (CD31), cyclooxygenase-2 (COX-2), and interleukin 6 (IL-6). There was a clear difference in the expression of specific proteins after the piezoelectric device and the periosteal elevator were used. The expression of fibronectin, IL-6, and COX-2 was higher after preparation with the periosteal elevator than after piezoelectric periosteum dissection. The expression of collagen IV was higher after the piezoelectric procedure. No difference was observed for CD31. The membrane had no effect on the expression of collagen IV, fibronectin, IL-6, and COX-2. The type of periosteal preparation influences the expression of specific proteins. With regard to the factors examined here, NCM did not appear to influence the wound healing cascade.
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Van Tatenhove, Gail M. "Building Language Competence With Students Using AAC Devices: Six Challenges." Perspectives on Augmentative and Alternative Communication 18, no. 2 (June 2009): 38–47. http://dx.doi.org/10.1044/aac18.2.38.

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Abstract There is an adage used by teachers in the American education system that says, “You learn to communicate before you communicate to learn.” This saying reminds us that communication skills are the foundation for learning and that naturally developing children are generally competent communicators before they enter school. They use their foundational language skills to be successful in the classroom. This adage is not typically true for students using AAC systems. These students often enter school without competent communication skills and must work on these skills, while also trying to master school subjects. The reader is challenged to assess his or her role in the language development process of children using AAC systems. Speech-language pathologists will be encouraged to go beyond the role of programming AAC devices and return to the role of “language therapist.” Educators, who spend the majority of the school day with the student, are reminded that they hold the keys to augmentative communication success in schools. Their role is critical in supporting and applying language skills in the classroom.
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Higginbotham, D. Jeffery, Christine A. Scally, Debra C. Lundy, and Kim Kowarsky. "Discourse Comprehension of Synthetic Speech Across Three Augmentative and Alternative Communication (AAC) Output Methods." Journal of Speech, Language, and Hearing Research 38, no. 4 (August 1995): 889–901. http://dx.doi.org/10.1044/jshr.3804.889.

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The purpose of this investigation was to determine the relative effects of three different Augmentative and Alternative Communication (AAC) speech output methods (word, sentence, mixed words and letters) on a listener's ability to summarize paragraph-length texts. Based on previous work on the discourse processing of synthetic speech, a monotonic trend in a listener's ability to accurately summarize texts produced by different output methods was hypothesized (word > sentence > mixed). Thirty able-bodied adults were individually tested over a 2-day period, listening to four texts produced by a DECtalk speech synthesizer at a speech presentation rate of 7.5 wpm. Using a discourse summarization taxonomy developed by Higginbotham, Lundy, and Scally (1993), the experimental hypothesis was confirmed. Word-method listeners produced significantly more accurate renditions of the original texts than sentence-method listeners, who, in turn, did better than mixed-method listeners. Statistically significant differences also were found for the topic familiarity of the texts. The role of the above variables on AAC device comprehension and technology design is discussed.
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Parette, Howard P., and Jack J. Hourcade. "Family Issues and Assistive Technology Needs: A Sampling of State Practices." Journal of Special Education Technology 13, no. 3 (June 1997): 27–43. http://dx.doi.org/10.1177/016264349701300303.

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In part as a result of federal legislation in the 1980s and 1990s, preschoolers with disabilities and their families increasingly have access to augmentative and alternative communication (AAC) devices. However, to date much is still to be learned about the degree to which various factors impact the many decisions inherent in prescribing AAC devices for these children. This survey of the 58 Part H coordinators throughout the nation queried respondents on services provided; factors considered during evaluation; the role of families in this process; and the consideration of the characteristics of the child, the technology, and the service system. The results are discussed in light of the necessity for sensitivity on the part of professionals to family issues.
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Diener, Bethany L., and Janet A. Bischof-Rosario. "Determining Decision-Making Capacity in Individuals with Severe Communication Impairments After Stroke: The Role of Augmentative-Alternative Communication (AAC)." Topics in Stroke Rehabilitation 11, no. 1 (January 2004): 84–88. http://dx.doi.org/10.1310/8xby-3v4x-1qg9-yn5x.

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Ballin, Liora, Susan Balandin, Leanne Togher, and Roger J. Stancliffe. "Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC?" Journal of Intellectual & Developmental Disability 34, no. 1 (March 2009): 89–91. http://dx.doi.org/10.1080/13668250802676038.

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43

Pampoulou, Eliada, Eleni Theodorou, and Kakia Petinou. "The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey." Child Language Teaching and Therapy 34, no. 1 (January 29, 2018): 5–21. http://dx.doi.org/10.1177/0265659018755523.

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Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists ( n = 330), contacted by the Cyprus Speech Therapy Association. The questionnaire comprised 12 questions, which were categorized into three sections: background information (educational level and clinical experience), training undergone (during or after completion of tertiary education) and participants’ AAC practices (caseload, assessment and intervention). The findings from the analysis of the returned data ( n = 59) reveal that training provision on augmentative and alternative communication has positively influenced practice. Most of the participants received training in the specific field during their bachelor’s degree, rather than during later education. Life-long training on different language systems (including different assistive technology tools, such as symbols and talking products as well as methods such as the Picture Exchange Communication System) also played a pivotal role in their work. Regarding the assessment process, the findings show that whilst there are a number of standardized language assessment tools, the participants relied heavily on non-standardized tools and/or their clinical judgment. Regarding intervention, they reported using different language systems and a variety of Assistive Technology equipment. Several recommendations are made aimed at raising the profile of AAC services in Cyprus, especially with regards to training and assessment, as the findings show that these areas have not been addressed systemically thus far.
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Mandak, Kelsey, Janice Light, and David McNaughton. "The Effects of an Online Training on Preservice Speech-Language Pathologists' Use of Family-Centered Skills." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1489–504. http://dx.doi.org/10.1044/2020_ajslp-19-00057.

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Purpose Despite the recognition that family-centered services are best practice in augmentative and alternative communication services, many speech-language pathologists (SLPs) are lacking in their acquisition and implementation of family-centered skills. The purpose of this study was to evaluate the effects of online instruction in a family-centered, relational skills strategy on preservice SLPs use of family-centered skills. Method A switching replications design was used to evaluate the effects of an online training on the use of family-centered behaviors by 15 preservice SLPs who were randomly assigned to two groups. The online training taught the students a four-step relational skills strategy (summarized by the acronym LAFF): (a) Listen, empathize, and communicate respect; (b) Ask questions; (c) Focus on the issues; and (d) Find a first step. Participants were videotaped during interactions with simulated parents before and after the training. Results After an average of 61 min of instruction via the online module, all of the preservice SLPs significantly improved their demonstration of relational skills. Additionally, one parent of a child who used augmentative and alternative communication viewed the video recordings and chose 14 of the 15 postinstruction role plays as more family-centered. Conclusion The findings from this study provide support for the use of an online environment to teach preservice SLPs family-centered relational skills. In order to prepare future SLPs and ensure the delivery of family-centered services, future research is necessary, including investigations to determine whether other family-centered skills can be effectively taught through an online environment. Supplemental Material https://doi.org/10.23641/asha.12462344
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HAN, Yong-Gu, Youngho CHO, Youngjin KIM, Heonmyoung LIM, Ohseok KWON, and Sang-Ho NAM. "Insect herbivores associated with the introduced weedBidens frondosaL. (Asteraceae) in Korea, and their potential role as augmentative biological control agents." Entomological Research 39, no. 6 (November 2009): 394–400. http://dx.doi.org/10.1111/j.1748-5967.2009.00253.x.

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46

Bornman, Juan. "Preventing Abuse and Providing Access to Justice for Individuals with Complex Communication Needs: The Role of Augmentative and Alternative Communication." Seminars in Speech and Language 38, no. 04 (September 2017): 321–32. http://dx.doi.org/10.1055/s-0037-1604279.

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AbstractIndividuals with disabilities, in particular those with complex communication needs, have an increased risk of falling victim to crimes such as abuse and violence. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) highlights the human rights that all persons should enjoy. It recognizes the importance of communication, not only as a basic human right that is essential to ensure one's protection and one's participation in all spheres of life, but also as an essential human need through which opinions, thoughts, emotions, and points of view can be shared. This article will address four specific articles of the CRPD that are essential for preventing abuse (including sexual abuse) and for providing access to justice for these at-risk individuals. These are: Article 6 (Women with Disabilities); Article 16 (Freedom from Exploitation, Violence and Abuse); Article 12 (Equal Recognition before the Law); and Article 13 (Access to Justice). Seven South African studies that focused on these four articles will be described in terms of their aims, methods, results, and clinical implications.
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Scaccini, Davide, Martina Falagiarda, Francesco Tortorici, Isabel Martinez-Sañudo, Paola Tirello, Yazmid Reyes-Domínguez, Andreas Gallmetzer, et al. "An Insight into the Role of Trissolcus mitsukurii as Biological Control Agent of Halyomorpha halys in Northeastern Italy." Insects 11, no. 5 (May 14, 2020): 306. http://dx.doi.org/10.3390/insects11050306.

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Sustainable strategies such as classical or augmentative biological control are currently being evaluated for the long-term management of the alien invasive pest Halyomorpha halys (Stål) (Hemiptera: Pentatomidae). A three-year study carried out in northeastern Italy was performed to investigate the distribution and field performance of the H. halys egg parasitoid Trissolcus mitsukurii (Ashmead) (Hymenoptera: Scelionidae), in comparison with other parasitoid species. In the study area, adventive populations of T. mitsukurii were present since 2016, representing the earliest detection of this species in Europe. Trissolcus mitsukurii was the most abundant parasitoid and showed a higher “parasitoid impact” (i.e., number of parasitized eggs over the total number of field-collected eggs) compared to the other species, i.e., Anastatus bifasciatus (Geoffroy) (Hymenoptera: Eupelmidae), Trissolcus basalis (Wollaston) and Trissolcus kozlovi Rjachovskij (Hymenoptera: Scelionidae). The hyperparasitoid Acroclisoides sinicus (Huang and Liao) (Hymenoptera: Pteromalidae) was also recorded. Phylogenetic analysis of T. mitsukurii population distinguished two clades, one covering samples from Italy, Japan and China, the other from South Korea. The present study provides promising results for the biological control of a pest that is having a dramatic impact on a wide range of crops worldwide.
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Febryanto, Dwi, and Hasib Ardani. "Transformational Leadership Enhances The Action Of Augmentative And Alternative Communication In Stroke Patients Aphasia Motor." Journal of Health 6, no. 1 (January 31, 2019): 46–50. http://dx.doi.org/10.30590/vol6-no1-p46-50.

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About 21% -35% of patients with acute stroke experience aphasia or motor impairment language interpretation. Impact because of the lack of action independence of the nurse in improving Augmentative Alternative Communication (AAC) is not the fulfillment of the needs of the patient. AAC is media in the form of electronic devices, alphabet boards, drawing boards that contain the basic needs which may be designated by the patient that helps in communicating. The research method is a literature research, focused on the search of some previous research. The results of the research show that the role of transformational leadership increase the AAC in stroke patients aphasia motor through insiparasional motivation where the leader becomes an example to be emulated by subordinates, providing a strong motivation for change with guidance and training, individualizad consideration that is hear input to want to change apply the AAC, Idealized influence where the leader as a mentor who has charisma makes followers want to practice the AAC, and intellectual stimulation is to encourage the subordinates to see problems in aphasia motor can be minimized with the AAC. Thus it can be concluded that the Style of transformational leadership has a used of therapeutic AAC to nurses practice.
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Ess, K. C., T. L. Whitaker, G. J. Cost, D. P. Witte, J. J. Hutton, and B. J. Aronow. "A central role for a single c-Myb binding site in a thymic locus control region." Molecular and Cellular Biology 15, no. 10 (October 1995): 5707–15. http://dx.doi.org/10.1128/mcb.15.10.5707.

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Locus control regions (LCRs) are powerful assemblies of cis elements that organize the actions of cell-type-specific trans-acting factors. A 2.3-kb LCR in the human adenosine deaminase (ADA) gene first intron, which controls expression in thymocytes, is composed of a 200-bp enhancer domain and extended flanking sequences that facilitate activation from within chromatin. Prior analyses have demonstrated that the enhancer contains a 28-bp core region and local adjacent augmentative cis elements. We now show that the core contains a single critical c-Myb binding site. In both transiently cotransfected human cells and stable chromatin-integrated yeast cells, c-Myb strongly transactivated reporter constructs that contained polymerized core sequences. c-Myb protein was strongly evident in T lymphoblasts in which the enhancer was active and was localized within discrete nuclear structures. Fetal murine thymus exhibited a striking concordance of endogenous c-myb expression with that of mouse ADA and human ADA LCR-directed transgene expression. Point mutation of the c-Myb site within the intact 2.3-kb LCR severely attenuated enhancer activity in transfections and LCR activity in transgenic thymocytes. Within the context of a complex enhancer and LCR, c-Myb can act as an organizer of thymocyte-specific gene expression via a single binding site.
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Caspi-Fluger, A., M. Inbar, S. Steinberg, Y. Friedmann, M. Freund, N. Mozes-Daube, and E. Zchori-Fein. "Characterization of the symbiontRickettsiain the mirid bugNesidiocoris tenuis(Reuter) (Heteroptera: Miridae)." Bulletin of Entomological Research 104, no. 6 (July 25, 2014): 681–88. http://dx.doi.org/10.1017/s0007485314000492.

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AbstractNesidiocoris tenuis(Reuter) (Heteroptera: Miridae) is an omnivorous insect used for biological control. Augmentative release and conservation ofN. tenuishave been used for pest control in tomato crops. Intracellular bacterial symbionts of arthropods are common in nature and have diverse effects on their hosts; in some cases they can dramatically affect biological control. Fingerprinting methods showed that the symbiotic complex associated withN. tenuisincludesWolbachiaandRickettsia. RickettsiaofN. tenuiswas further characterized by sequencing the16S rRNAandgltAbacterial genes, measuring its amount in different developmental stages of the insect by real-time polymerase chain reaction, and localizing the bacteria in the insect's body by fluorescencein situhybridization. TheRickettsiainN. tenuisexhibited 99 and 96% similarity of both sequenced genes toRickettsia belliiandRickettsiareported fromBemisia tabaci, respectively. The highest amount ofRickettsiawas measured in the 5th instar and adult, and the symbionts could be detected in the host gut and ovaries. Although the role played byRickettsiain the biology ofN. tenuisis currently unknown, their high amount in the adults and localization in the gut suggest that they may have a nutritional role in this insect.
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