Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review.
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| Title: | Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. |
|---|---|
| Authors: | O'Regan Kleinert, Jane1 jklei2@uky.edu, Kearns, Jaqueline F.2, Page, Judith L.1, Kleinert, Harold L.2 |
| Source: | Language, Speech & Hearing Services in Schools. Oct2023, Vol. 54 Issue 4, p1333-1357. 25p. 1 Diagram, 13 Charts. |
| Subject Terms: | *School environment, *Mainstreaming in special education, *Students with disabilities, *Communication, *Needs assessment, *Intellectual disabilities, *ERIC (Information retrieval system), Psychology information storage & retrieval systems, CINAHL database, Facilitated communication, Systematic reviews, Psychosocial factors, MEDLINE |
| Abstract: | Purpose: The purpose of this article was to conduct a systematic review of the literature on teaching or increasing the use of augmentative and alternative communication (AAC) by students with significant intellectual disabilities and complex communication needs (CCNs) within inclusive school settings. Method: A systematic review of research literature from 1998 to 2022 was completed using multiple electronic databases, as well as citation chaining and cited author reference searches. Three hundred two articles were located with 17 meeting criteria for inclusion in this systematic review. Articles were initially screened by one author for potential inclusion; the remaining 83 were coded by one author and reviewed for consensus by three authors for inclusion in this review. Articles were analyzed and rated regarding both level of research design and quality of methodology. Results: All studies reported positive outcomes, with students with significant intellectual disabilities and CCN, of AAC intervention implemented in an inclusive setting. Fourteen over 17 studies were single-case designs with an average rating of 76% on the Single-Case Experimental Design measure of methodological quality. Less than half of the studies assessed generalization of subject learning. Review of interventions used in the studies, however, revealed the majority of studies utilized packages of interventions, making it difficult to determine the effectiveness of individual approaches. Conclusions: This systematic review indicates there are promising interventions within inclusive settings for improved use of AAC by students with significant intellectual disabilities and CCN. Further research is needed, however, to obtain more data on generalization of student gains as well as to determine which specific interventions might be the most successful for this population of students in inclusive settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 172759404 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22O'Regan+Kleinert%2C+Jane%22">O'Regan Kleinert, Jane</searchLink><relatesTo>1</relatesTo><i> jklei2@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Kearns%2C+Jaqueline+F%2E%22">Kearns, Jaqueline F.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Page%2C+Judith+L%2E%22">Page, Judith L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kleinert%2C+Harold+L%2E%22">Kleinert, Harold L.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2023, Vol. 54 Issue 4, p1333-1357. 25p. 1 Diagram, 13 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitated+communication%22">Facilitated communication</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The purpose of this article was to conduct a systematic review of the literature on teaching or increasing the use of augmentative and alternative communication (AAC) by students with significant intellectual disabilities and complex communication needs (CCNs) within inclusive school settings. Method: A systematic review of research literature from 1998 to 2022 was completed using multiple electronic databases, as well as citation chaining and cited author reference searches. Three hundred two articles were located with 17 meeting criteria for inclusion in this systematic review. Articles were initially screened by one author for potential inclusion; the remaining 83 were coded by one author and reviewed for consensus by three authors for inclusion in this review. Articles were analyzed and rated regarding both level of research design and quality of methodology. Results: All studies reported positive outcomes, with students with significant intellectual disabilities and CCN, of AAC intervention implemented in an inclusive setting. Fourteen over 17 studies were single-case designs with an average rating of 76% on the Single-Case Experimental Design measure of methodological quality. Less than half of the studies assessed generalization of subject learning. Review of interventions used in the studies, however, revealed the majority of studies utilized packages of interventions, making it difficult to determine the effectiveness of individual approaches. Conclusions: This systematic review indicates there are promising interventions within inclusive settings for improved use of AAC by students with significant intellectual disabilities and CCN. Further research is needed, however, to obtain more data on generalization of student gains as well as to determine which specific interventions might be the most successful for this population of students in inclusive settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=172759404 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_LSHSS-22-00178 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1333 Subjects: – SubjectFull: School environment Type: general – SubjectFull: Mainstreaming in special education Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Communication Type: general – SubjectFull: Needs assessment Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: ERIC (Information retrieval system) Type: general – SubjectFull: Psychology information storage & retrieval systems Type: general – SubjectFull: CINAHL database Type: general – SubjectFull: Facilitated communication Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: MEDLINE Type: general Titles: – TitleFull: Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: O'Regan Kleinert, Jane – PersonEntity: Name: NameFull: Kearns, Jaqueline F. – PersonEntity: Name: NameFull: Page, Judith L. – PersonEntity: Name: NameFull: Kleinert, Harold L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 54 – Type: issue Value: 4 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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