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Speech-language pathologists (SLPs), special education teachers (SETs), and occupational therapists (OTs) are all expected to encounter individuals with complex communication needs, who need for Augmentative and alternative communication (AAC) (Costigan & Light, 2010). This study aimed to reveal special education student teachers' knowledge of AAC, and its relation to their academic levels and unique-specializations. To achieve this objective, the researcher administered a ten questions test on 30 participants all of whom met the study including criteria. The means and standard deviations relevant to their responses to the test were counted and then analyzed by means of Analysis of Covariance ANCOVA. Results of ANCOVA haven't shown any statistically significant difference in the participants' knowledge of AAC attributed to their academic levels and unique-specializations. The percentage of fully accurate responses of all participants to the ten tests' questions was 2.66%. This result suggests an inadequacy of participants' knowledge of AAC and a dire need for relevant education and training. Results and implications for future research and practices are discussed.

Playground communication boards are an effective way to allow children of all abilities to communicate and promote public awareness of Augmentative and Alternative Communication (AAC). Thank you to Cal State Long Beach Speech & Language grad student Heather Schmoll for her vision in seeing the new board unveiled at Eader Park!

This conference proceedings document serves to establish the state of the art, highlight important methodological and conceptual issues, and identify priorities for future research in augmentative and alternative communication (AAC) systems. The document includes the papers from two opening presentations, issue papers and reactant papers, a summary of the discussion in each session, a short conclusion, and a compendium of biographical sketches of participants. Papers given in the opening presentations were "Dialogism and the Orderliness of Conversation Disorders" (Per Linell) and "Evaluating the Efficacy of AAC Intervention for Children with Severe Disabilities" (Stephen Calculator). Topics for the six sessions include: (1) challenges in conducting observational research to address interaction issues in the AAC field; (2) issues in the research and development of technical aids in AAC; (3) methodological challenges in applying single case designs to problems in AAC; (4) methodological issues in research with individuals with cognitive disabilities; (5) methodological issues in the study of language development for children using AAC systems; (6) and cross fertilization between speech technology research for disabled and nondisabled persons. (JDD)

This conference proceedings document serves to establish the state of the art, highlight important methodological and conceptual issues, and identify priorities for future research in augmentative and alternative communication (AAC) systems. The document includes the papers from two opening presentations, issue papers and reactant papers, a summary of the discussion in each session, a short conclusion, and a compendium of biographical sketches of participants. Papers given in the opening presentations were "Dialogism and the Orderliness of Conversation Disorders" (Per Linell) and "Evaluating the Efficacy of AAC Intervention for Children with Severe Disabilities" (Stephen Calculator). Topics for the six sessions include: (1) challenges in conducting observational research to address interaction issues in the AAC field; (2) issues in the research and development of technical aids in AAC; (3) methodological challenges in applying single case designs to problems in AAC; (4) methodological issues in research with individuals with cognitive disabilities; (5) methodological issues in the study of language development for children using AAC systems; (6) and cross fertilization between speech technology research for disabled and nondisabled persons. (JDD)

Joyce welcomes Katya Hill, director of the AAC Institute. Established in 2000, the AAC Institute is a resource for all who are interested in enhancing the communication of people who rely on augmentative and alternative communication (AAC).

Augmentative and Alternative Communication (AAC) Systems have shown positive results in the communication skills of children with Autism Spectrum Disorder (ASD). This study conducts a scoping review to investigate the curriculum integration AAC has for children with ASD in inclusive schools. Databases will be used to identify articles published between 2003 and 2024 that report on the strategies used by teachers, speech therapists, psychologists, or therapists to teach AAC to children with ASD.

Augmentative and Alternative Communication (AAC) Systems have shown positive results in the communication skills of children with Autism Spectrum Disorder (ASD). This study conducts a scoping review to investigate the curriculum integration AAC has for children with ASD in inclusive schools. Databases will be used to identify articles published between 2003 and 2024 that report on the strategies used by teachers, speech therapists, psychologists, or therapists to teach AAC to children with ASD.

Augmentative and Alternative Communication (AAC) Systems have shown positive results in the communication skills of children with Autism Spectrum Disorder (ASD). This study conducts a scoping review to investigate the curriculum integration AAC has for children with ASD in inclusive schools. Databases will be used to identify articles published between 2003 and 2024 that report on the strategies used by teachers, speech therapists, psychologists, or therapists to teach AAC to children with ASD.

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip 'n Talk device, with a preschool student with developmental delays. Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip 'n Talk device, with a preschool student with developmental delays. Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

National Disability Employment Awareness Month is kicking off with new updates to Action Blocks on #Android. It’s now available in more languages with augmentative and alternative communication (AAC) so people who are non-verbal can communicate more easily. #NDEAM https://t.co/e7GoczQ8RT Source: https://twitter.com/Android/status/1313603013517467649 Uploader: Android

Bibliography: p. 77-80

Bibliography: p. 77-80

This study examined the assessment and prescriptive practices used in augmentative and alternative communication (AAC) efforts throughout the country. Project Directors (N=50) of projects funded under the Technology-Related Assistance for Individuals with Disabilities Act were surveyed. The survey instrument was designed to assess Project Directors' knowledge of AAC assessment and prescriptive practices, focusing particularly on the extent of family involvement in existing high-technology AAC assistive technology prescription practices for children, (ages birth to 3 years) with disabilities. A total of 40 surveys were returned. Information was obtained on: (1) service provided during and subsequent to the AAC assessment process; (2) the role of families; (3) general factors considered during evaluation; (4) family issues; (5) child characteristics; (6) technology characteristics; and (7) service system characteristics. Analysis indicated that family issues are considered by many states in AAC assessment processes, though to a lesser extent than more traditional factors such as child, technology, and service system characteristics. Seven tables detail study findings. (Contains 96 references.) (DB)

This project investigated the different perspectives of families from diverse backgrounds on augmentative and alternative communication (AAC). The transcripts from the focus groups and individual interviews at five national sites conducted from December 1995 to August 1996 are provided. The following focus groups were held: (1) family involvement with AAC devices; (2) parents of children using AAC devices; (3) related services personnel working with Navajos; (4) vendors of AAC devices; (5) related services personnel; (6) families without AAC devices; (7) families with AAC devices; (8) vendors of augmentative communication; (9) parents having AAC devices; (10) Vietnamese parents of children with disabilities; (11) Chinese families of children with disabilities; (12) Hispanic families with AAC devices; (13) Hispanic families without AAC devices; and (14) related services personnel servicing predominately Hispanic/Latino populations. Transcripts are also included of structured interviews with Navajo families, family members of a child without an AAC device, a Dutch family of a child with a disability; and an African-American family with a child with a disability. Each transcript is prefaced by background information and synthesis statements. Appendices include assessment forms and specific questions for professional and family groups. (CR)

This report details the outcomes of a project designed to develop decision-making strategies and materials related to the prescription of augmentative and alternative communication (AAC) devices for children with disabilities. The project resulted in the development of the first interactive, bilingual CD-ROM designed to be used by related services personnel, vendors, and family members from diverse cultures to develop competencies that assist in effective AAC decision-making. Instructional materials were developed to provide information and multimedia vignettes designed to sensitize related services personnel to child, AAC device, family/social, cultural, and system issues prior to the selection and use of AAC devices, provide structured procedures and checklists to use during the planning, implementation, and evaluation of AAC devices. Multimedia vignettes also provide simulated practice in the use of the procedures. These interactive materials will enable service providers to make the most appropriate decision about the prescription of AAC devices while balancing child, AAC device, family, cultural, and system resource considerations. The report includes a description of the different phases of the project, findings from family and professional focus groups that led to the development of the interactive materials, and information on project dissemination. (Contains over 150 references.) (Author/CR)

Augmentative and Alternative Communication (AAC) Systems have shown positive results in the communication skills of children with Autism Spectrum Disorder (ASD). This study conducts a scoping review to investigate the methods used to teach the use of AAC to children with ASD in inclusive schools. Databases will be used to identify articles published between 2004 and 2024 that report on the strategies used by teachers, speech therapists, psychologists, or therapists to teach AAC to children with ASD.

Augmentative and Alternative Communication (AAC) Systems have shown positive results in the communication skills of children with Autism Spectrum Disorder (ASD). This study conducts a scoping review to investigate the methods used to teach the use of AAC to children with ASD in inclusive schools. Databases will be used to identify articles published between 2004 and 2024 that report on the strategies used by teachers, speech therapists, psychologists, or therapists to teach AAC to children with ASD.

This packet of materials, which was prepared to accompany a conference presentation, contains a description of a videotape titled "Guidelines for Assessment and Evaluation of Students with Augmentative and Alternative Communication Needs." This 70-minute videotape follows three children through the assessment and evaluation process to determine what types of communication systems would be helpful for them. Also included is a list of 10 books and 35 kits available from the Pennsylvania Special Education Assistive Device Center (ADC). The kits contain a wide variety of equipment, books, and tools to evaluate students' needs for assistive devices. The information packet concludes with an assessment guide for use in preparation of a long-term loan application for an assistive device from the ADC. The assessment guide examines the student's developmental level; current services and equipment being used; unmet needs for communication and writing; potential to achieve; present instructional levels in reading, math, writing and typing, computer use, and communication/language functioning; specific barriers; and environmental considerations. (JDD)

This guide outlines who may benefit from augmentative and alternative communication (AAC) approaches, such as individuals with speech handicaps, visual impairments, physical disabilities, and cognitive impairments. The guide distinguishes between "low tech" approaches such as signal systems and communication boards and "high tech" approaches which have large vocabularies, output displays, speech output, advanced input modes, rate enhancement techniques, and customizability. The importance of an ongoing, integrated process of AAC assessment and intervention is discussed, and crucial intervention issues are noted, including training on interaction strategies, promoting language and literacy skills, and selecting vocabulary. A list of organizational resources, journals/newsletters, products, and 13 suggested readings is appended. (JDD)

Case studies are an accepted method for reporting treatment outcomes. However, to be useful and authentic, a systematic and principled approach to collecting, analyzing, and reporting case data must be observed. This paper proposes a basic case study format for documenting augmentative and alternative communication (AAC) intervention to ensure reliable and valid measurement of performance and outcomes for evidence-based practice. An example case study of an adult with cerebral palsy who relies on AAC is presented to show how the principles of evidence-based practice (EBP) and performance measurement were applied to the AAC assessment process. AAC service delivery requires performance and outcomes measurement to lead to effective communication and improved quality of life. Reliable and validated methods of reporting data allow for consistency and the comparison of performance and outcome measures so decisions are not based on impressions of effectiveness, but actual results. (Contains 3 tables and 1 figure.)

Two single subject multiple probes across subjects research studies were conducted to evaluate the effectiveness of two instructional writing programs. The objective of the first study was to determine the effect of an instructional program on the selection of initial letters of words by 3 children with developmental disabilities (ages 7-10) who used augmentative and alternative communication (AAC). The writing instructional program included direct instruction in letter-sound correspondence and selection of initial letters of words, and a writing workshop-type of activity to provide instruction in writing tasks. Two of the 3 children were successful in the acquisition of the target skill, maintained use of the skill at least 1 month following instruction, and demonstrated some generalization. The goal of the second study was to determine the effect of an instructional program on the selection of final letters of words by 2 children with developmental disabilities (age 10) who used AAC and who had mastered the selection of initial letters of words. The instructional program included direct instruction in the selection of final letters, a review of the selection of initial letters, and a writing workshop-type of activity. Both participants were successful in acquiring the target skill. Appended are the following items from Study 1 and Study 2, respectively: Organization of words for Instructional Stimuli and Probes; The Instructional Program--Initial Letter; and Sample Data for Selection of Initial Letter in a Writing Task. (Contains 57 references.) (Author/CR)

AAC presentation

AAC presentation

This bibliography, now in its seventh revision, seeks to provide a database of journal articles and conference papers for the field of augmentative communication. The approximately 700 entries are gathered primarily from works published or presented in the United States and Canada. References on the use of aided systems are the major focus, with particular emphasis upon communication interaction between aided and natural speakers. The list is organized by author, and each entry includes basic bibliographical information and a classification code. The classification codes identify papers by: particular clinical population, subject characteristics and age, focus of the paper (assessment, training, position paper, software development, etc.), and symbol systems and output modes. (JDD)

Through training, a 14-year-old Swedish boy with autism was able to develop alternative and augmentative communication routes for social communication. After difficulties in using manual signs, the boy was introduced to Blissymbols, which developed his ability to communicate and his interest in written words. Although still autistic and non-speaking, the boy developed an ability to ask for things and to relate his experiences. He has become very resourceful in utilizing all the communication tools introduced to him, and he also invents new ones. The case study shows the importance of presenting a variety of communication means and the importance of being persistent in conducting communication therapy. (JDD)

A rapid scoping review to identify tools used to measure the participation or quality of life outcomes of using augmentative and alternative communication outside of the clinical setting in people with aphasia

This study investigated whether a person with profound mental retardation could effectively learn specific requests using two different communication modes, both including the same set of graphic symbols. It also sought to compare whether the participant showed a preference for one modality over the other and to determine whether the participant could functionally use different communication modes depending on the characteristics of the environment. The young adult subject used manual signs as his primary means of communication. The two communication devices studied included a portable picture board and a programmable voice output communication aid (VOCA) with an overlay containing the same graphic symbols as the board. Results indicated that the subject met criteria for both communication devices at two settings during intervention and kept the criteria during preference assessment and maintenance phases. The subject showed stronger preference for one modality over the other. Generalization measures indicate that the subject generalized the use of his preferred communication device (VOCA) to different settings and different communication partners and successfully requested items of his choice at a fast food restaurant. (28 references) (JDD)

This study investigated whether a person with profound mental retardation could effectively learn specific requests using two different communication modes, both including the same set of graphic symbols. It also sought to compare whether the participant showed a preference for one modality over the other and to determine whether the participant could functionally use different communication modes depending on the characteristics of the environment. The young adult subject used manual signs as his primary means of communication. The two communication devices studied included a portable picture board and a programmable voice output communication aid (VOCA) with an overlay containing the same graphic symbols as the board. Results indicated that the subject met criteria for both communication devices at two settings during intervention and kept the criteria during preference assessment and maintenance phases. The subject showed stronger preference for one modality over the other. Generalization measures indicate that the subject generalized the use of his preferred communication device (VOCA) to different settings and different communication partners and successfully requested items of his choice at a fast food restaurant. (28 references) (JDD)

This study investigated whether a person with profound mental retardation could effectively learn specific requests using two different communication modes, both including the same set of graphic symbols. It also sought to compare whether the participant showed a preference for one modality over the other and to determine whether the participant could functionally use different communication modes depending on the characteristics of the environment. The young adult subject used manual signs as his primary means of communication. The two communication devices studied included a portable picture board and a programmable voice output communication aid (VOCA) with an overlay containing the same graphic symbols as the board. Results indicated that the subject met criteria for both communication devices at two settings during intervention and kept the criteria during preference assessment and maintenance phases. The subject showed stronger preference for one modality over the other. Generalization measures indicate that the subject generalized the use of his preferred communication device (VOCA) to different settings and different communication partners and successfully requested items of his choice at a fast food restaurant. (28 references) (JDD)

This study investigated whether a person with profound mental retardation could effectively learn specific requests using two different communication modes, both including the same set of graphic symbols. It also sought to compare whether the participant showed a preference for one modality over the other and to determine whether the participant could functionally use different communication modes depending on the characteristics of the environment. The young adult subject used manual signs as his primary means of communication. The two communication devices studied included a portable picture board and a programmable voice output communication aid (VOCA) with an overlay containing the same graphic symbols as the board. Results indicated that the subject met criteria for both communication devices at two settings during intervention and kept the criteria during preference assessment and maintenance phases. The subject showed stronger preference for one modality over the other. Generalization measures indicate that the subject generalized the use of his preferred communication device (VOCA) to different settings and different communication partners and successfully requested items of his choice at a fast food restaurant. (28 references) (JDD)

Several studies revealed that patients who are undergoing invasive mechanical ventilation (IMV) reported psycho-emotional distress, as they are not able to speak or to communicate their needs. Invasive mechanically ventilated patients want to be heard, to have control over their treatment. Using technology at the bedside can play a significant role in making this realism. Thus, the authors of this study designed an electronic augmentative and alternative communication (AAC) application that includes Arabic messages supported with picture format. The electronic AAC is supposed to be used in communication with Arabic only language oriented patients when they speechless. 

This study presents a systematic literature review focusing on the Interrelationship of Language and the Brain and Language Disorders in Augmentative and Alternative Communication (AAC) based on a number of published researches in several refereed international journals available in various online databases. A repertory grid was utilized to plot the responses to the research questions posted. The data on the grid were analyzed to be able to identify the various gaps in the researches conducted. Consequently, this study yields the following concepts: the Role of Assistive Technology and Mediation, Interventions in AAC, and Focus on AAC Outcomes. It is concluded that these concepts should form part of the compendia to be used by language teachers, especially those specializing in psycholinguistics and AAC. Finally, the paper presents suggestions for further research into AAC and psycholinguistics per se.

Basic Overview for VR Course

This report presents the activities, accomplishments, and outcomes of a study of the long-term outcomes of augmentative and alternative communication (AAC) interventions with individuals with severe communication disabilities. The study evaluated long-term outcomes for 7 young men (ages 19-23 years) who had used AAC systems for at least 15 years. Outcomes were measured in the following domains: (1) receptive language; (2) reading comprehension; (3) communicative interaction; (4) functional communication; (5) educational and vocational achievement; (6) self-determination; and (7) quality of life. In addition, qualitative interviews were conducted to identify contextual factors that may have contributed to the measured outcomes. The study provided data regarding the feasibility of the outcome measurement tools used. It identified four factors believed to contribute, positively and negatively, to outcomes and communicative competence. These were: (1) attitudes of family members, professionals, peers and the general public; (2) cultural issues; (3) technological issues such as the operational demands of AAC systems; and (4) service delivery (a team approach is critical). (Contains approximately 135 references.) (DB)

This report presents the activities, accomplishments, and outcomes of a study of the long-term outcomes of augmentative and alternative communication (AAC) interventions with individuals with severe communication disabilities. The study evaluated long-term outcomes for 7 young men (ages 19-23 years) who had used AAC systems for at least 15 years. Outcomes were measured in the following domains: (1) receptive language; (2) reading comprehension; (3) communicative interaction; (4) functional communication; (5) educational and vocational achievement; (6) self-determination; and (7) quality of life. In addition, qualitative interviews were conducted to identify contextual factors that may have contributed to the measured outcomes. The study provided data regarding the feasibility of the outcome measurement tools used. It identified four factors believed to contribute, positively and negatively, to outcomes and communicative competence. These were: (1) attitudes of family members, professionals, peers and the general public; (2) cultural issues; (3) technological issues such as the operational demands of AAC systems; and (4) service delivery (a team approach is critical). (Contains approximately 135 references.) (DB)

This report presents the activities, accomplishments, and outcomes of a study of the long-term outcomes of augmentative and alternative communication (AAC) interventions with individuals with severe communication disabilities. The study evaluated long-term outcomes for 7 young men (ages 19-23 years) who had used AAC systems for at least 15 years. Outcomes were measured in the following domains: (1) receptive language; (2) reading comprehension; (3) communicative interaction; (4) functional communication; (5) educational and vocational achievement; (6) self-determination; and (7) quality of life. In addition, qualitative interviews were conducted to identify contextual factors that may have contributed to the measured outcomes. The study provided data regarding the feasibility of the outcome measurement tools used. It identified four factors believed to contribute, positively and negatively, to outcomes and communicative competence. These were: (1) attitudes of family members, professionals, peers and the general public; (2) cultural issues; (3) technological issues such as the operational demands of AAC systems; and (4) service delivery (a team approach is critical). (Contains approximately 135 references.) (DB)

This paper highlights features of an interactive, bilingual CD-ROM currently under development that is designed to be used for augmentative and alternative communication (AAC) decision making with professionals and families of children with disabilities. The CD-ROM is scheduled for release in the spring of 1998 and will: (1) provide information and multimedia vignettes designed to sensitize related service personnel to child, AAC device, family/social, cultural, and system issues to consider regarding the selection and use of AAC devices; (2) provide structured procedures and checklists to use during the planning, implementation, and evaluation of the AAC devices; and (3) provide simulated practice in the use of procedures. These interactions are meant to assist personnel in schools and in state, federal, and private agencies and organizations to serve children with disabilities and their families appropriately. The paper discusses the data collection efforts prior to the development of the CD-ROM, the information and services that families of children with disabilities need, respecting family values and culture, and helping families use AAC devices. The features of the CD-ROM are explained and pictures of sample screens are provided. Appendix A provides a summary abstract of the background, data collection, and data analysis of the Department of Education Special Project on which the paper is based. (CR)

This study evaluated the augmentative and alternative communication (AAC) assessment and prescriptive practices currently used in various states, through a survey of project directors in all 50 states receiving funding under the Technology Related Assistance for Individuals with Disabilities Act of 1994. The survey instrument assessed directors' knowledge of AAC assessment and prescriptive practices for young children (ages birth to 3) with disabilities and focused on extent of family involvement in existing AAC assistive technology services. Analysis of returned surveys (N=38) are reported for the following areas: service provided during or subsequent to AAC assessment processes; role of families; general factors considered during evaluation; family issues; child characteristics; technology characteristics; and service system characteristics. Analysis indicated that many states consider family issues in the AAC assessment processes, though to a lesser extent than more traditional factors such as child, technology, and service system characteristics. Attached tables detail survey results. Contains 96 references. (DB)

Mechanically ventilated patients in intensive care frequently experience communication difficulties due to endotracheal or tracheostomy tubes, sedation, and illness severity. Inability to communicate can lead to frustration, anxiety, and reduced participation in care. Augmentative and alternative communication (AAC) encompasses tools, devices, and strategies — both low-tech and high-tech — to support communication when speech is impaired. Despite existing studies, there is a lack of synthesis regarding which AAC interventions have been implemented and evaluated in ICU settings for ventilated patients. This scoping review will map the available evidence, identify gaps, and inform clinical practice and research.

Mechanically ventilated patients in intensive care frequently experience communication difficulties due to endotracheal or tracheostomy tubes, sedation, and illness severity. Inability to communicate can lead to frustration, anxiety, and reduced participation in care. Augmentative and alternative communication (AAC) encompasses tools, devices, and strategies — both low-tech and high-tech — to support communication when speech is impaired. Despite existing studies, there is a lack of synthesis regarding which AAC interventions have been implemented and evaluated in ICU settings for ventilated patients. This scoping review will map the available evidence, identify gaps, and inform clinical practice and research.

This article is from Annals of Rehabilitation Medicine , volume 36 . Abstract Locked-in Syndrome is a severe pontine stroke causing quadriplegia, lower cranial nerve paralysis, and mutism with preservation of only vertical gaze and upper eyelid movement in a conscious patient. We present a case of a Locked-in Syndrome patient who received communication training with augmentative and alternative communication equipment by using eye blinks. After 3 weeks of training, the patient was able to make an attempt to interact with other people, and associate a new word by Korean alphabet selection. Augmentative and alternative communication equipment which uses eye blinks might be considered to be beneficial in improving the communication skills of locked-in syndrome patients.

This article is from BioMedical Engineering OnLine , volume 12 . Abstract A large number of incommensurable metrics are currently used to report the performance of brain-computer interfaces (BCI) used for augmentative and alterative communication (AAC). The lack of standard metrics precludes the comparison of different BCI-based AAC systems, hindering rapid growth and development of this technology. This paper presents a review of the metrics that have been used to report performance of BCIs used for AAC from January 2005 to January 2012. We distinguish between Level 1 metrics used to report performance at the output of the BCI Control Module, which translates brain signals into logical control output, and Level 2 metrics at the Selection Enhancement Module, which translates logical control to semantic control. We recommend that: (1) the commensurate metrics Mutual Information or Information Transfer Rate (ITR) be used to report Level 1 BCI performance, as these metrics represent information throughput, which is of interest in BCIs for AAC; 2) the BCI-Utility metric be used to report Level 2 BCI performance, as it is capable of handling all current methods of improving BCI performance; (3) these metrics should be supplemented by information specific to each unique BCI configuration; and (4) studies involving Selection Enhancement Modules should report performance at both Level 1 and Level 2 in the BCI system. Following these recommendations will enable efficient comparison between both BCI Control and Selection Enhancement Modules, accelerating research and development of BCI-based AAC systems.

The purpose of this scoping review is to map the research evidence on the use of augmentative and alternative communication (AAC) with individuals with motor neuron disease (i.e. Amyotrophic Lateral Sclerosis, Progressive Bulbar Palsy, Progressive Lateral Sclerosis), including research related to assessment, intervention, and social validity and other forms of stakeholder perspectives. The intent is to synthesize the research findings and to identify gaps in the existing literature.

The purpose of this scoping review is to map the research evidence on the use of augmentative and alternative communication (AAC) with individuals with motor neuron disease (i.e. Amyotrophic Lateral Sclerosis, Progressive Bulbar Palsy, Progressive Lateral Sclerosis), including research related to assessment, intervention, and social validity and other forms of stakeholder perspectives. The intent is to synthesize the research findings and to identify gaps in the existing literature.

The purpose of this scoping review is to map the research evidence on the use of augmentative and alternative communication (AAC) with individuals with motor neuron disease (i.e. Amyotrophic Lateral Sclerosis, Progressive Bulbar Palsy, Progressive Lateral Sclerosis), including research related to assessment, intervention, and social validity and other forms of stakeholder perspectives. The intent is to synthesize the research findings and to identify gaps in the existing literature.

The purpose of this scoping review is to map the research evidence on the use of augmentative and alternative communication (AAC) with individuals with motor neuron disease (i.e. Amyotrophic Lateral Sclerosis, Progressive Bulbar Palsy, Progressive Lateral Sclerosis), including research related to assessment, intervention, and social validity and other forms of stakeholder perspectives. The intent is to synthesize the research findings and to identify gaps in the existing literature.

The purpose of this scoping review is to map the research evidence on the use of augmentative and alternative communication (AAC) with individuals with motor neuron disease (i.e. Amyotrophic Lateral Sclerosis, Progressive Bulbar Palsy, Progressive Lateral Sclerosis), including research related to assessment, intervention, and social validity and other forms of stakeholder perspectives. The intent is to synthesize the research findings and to identify gaps in the existing literature.

This scoping review aims to explore methods documented in the literature for AAC assessment with children with limited motor and speech function. It will fill gaps in the existing literature by creating a clinical reference guide that documents assessment methods that are suitable for an AAC assessment with children who have limited motor and speech function. Outputs from the scoping review will support clinicians in conducting evidence-informed assessments of children with significantly CCN and limited motor function who require AAC. The assessment-related portion Participation Model for AAC will be utilized to structure the clinical reference guide. Attention will also be given to gaps in the final clinical reference, where no identified tools fit within a particular component of the Participation Model.

Different authors have been pointing out that the selection of instruments for assessing the person with CCN is crucial for the success of an intervention, and in addition to these instruments having to provide subsidies to assess the different characteristics, domains, skills, differences in communication strategies in different contexts (family, clinical, hospital, educational, as well as various communication partners). To this end, it is necessary to check what types of assessment instruments are offered that address these assessment needs.