Augmentative and alternative communication devices for adults with non-fluent aphasia

¶ … Augmentative and Alternative Communication (AAC)

Hough, M.S., & Johnson, R.K. (2008). Use of AAC to enhance communication in an adult with chronic severe aphasia. In Clinical AAC Research Conference, Charlottesville, VA.

Description

The use of an Augmentative and Alternative Communication device with adults suffering from non-fluent aphasia is among several approaches to improving communicative capability and enhancing involvement in life undertakings for those who have lost the ability to communicate. A variety of different research studies have demonstrated that individuals who suffer from protracted, severe non-fluent aphasia can employ augmentative and alternative communication (AAC) to communicate. Despite this valuable approach, the majority of studies to date fail to include stratagems or methods utilized to enable communication or interrelationships with caregivers.

Design

The design of the study focused on extending the previous study undertaken by Johnson et al. (in press; cited in references). This work evaluated whether a man suffering from chronic non-fluent aphasia had the ability to learn how to make use of an active display AAC instrument. It also observed communication skill enhancement at some periods during the course of the treatment procedure. In addition, the study offered a new basis and groundwork for a treatment procedure integrating AAC to communicate in a functional manner.

4) Results

The results of the study with the participant sustain preceding research results, which show that people suffering from chronic non-fluent aphasia have the ability to learn and discern the association of symbol meanings by making use of Augmentative and Alternative Communication (AAC). The participant made use of the instrument to enhance and improve communication skills, as was established by accomplishment in the treatment procedure and enhanced test scores.

5) Clinical Implications

The clinical implications are that there have been noteworthy advancements and developments with regards to hearing and reading command, and improved approaches to communicating. As well, it was observed that the caregiver played a vital role in the patient's utilization of the AAC apparatus as a tool for communication skill. As the patient learned to take part and utilize the AAC equipment, this also appeared to increase precise interactions and information exchange between the clinician and patient. As a result, there were fewer communication interruptions.

6) Conclusion

Taking into consideration the results of the paper, the use of Augmentative and Alternative communication (AAC) systems significantly improve functional and social communication in individuals with Neurological disorder compared to no therapy.

CATE analysis

CATE: Critical Appraisal of Treatment Evidence

Evaluator: ____ Date: __26th May 2015

Evidence Source: ____http://www.aacinstitute.org/

Foreground question addressed by the evidence:

For _ chronic, severe non-fluent aphasia____ (Patient/problem)

is Augmentative and Alternative Communication (AAC)____ (Treatment/condition)

associated with learning symbol-meaning association and increase communication skills____ (Outcome)

as compared with increased chronic, severe non-fluent aphasia____ (Contrasting treatment/condition)

Appraisal Points:

1. Was there a plausible rationale for the study? Yes, there was a plausible rationale for the study.

2. Was the evidence from an experimental study? Yes, the evidence was from an experimental study

3. Was there a control group or condition? No, there was no control group or condition

4. Was randomization used to create the contrasting conditions? No, randomization was not used to create the contrasting conditions

5. Were methods and participants specified prospectively? Yes, methods and participants were specified prospectively

6. Were patients representative and/or recognizable at beginning and end? Yes, patients were representative and/or recognizable at beginning and end

7. Was treatment described clearly and implemented as intended? Yes, treatment was described clearly and implemented as intended

8. Was the measure valid and reliable, in principle and as employed? Yes the measure was valid and reliable, in principle and as employed

9. Was the outcome (at a minimum) evaluated with blinding? No the outcome was not evaluated with blinding

10. What nuisance variable(s) could have seriously distorted the findings? One variable would have been the times taken to reach another level

11. Was the finding statistically significant? Yes the finding was statistically relevant

12. If the finding was not statistically significant, was statistical power adequate?

13. Was the finding important (ES, social validity, maintenance)? Yes the finding was important

14. Was the finding precise? Yes the finding was precise

15. Was there a substantial cost-benefit advantage? Yes

Validity: Compelling ____X____ Suggestive ____ Equivocal

Importance: Compelling ____X____ Suggestive ____ Equivocal

Clinical Bottom Line: _ People suffering from chronic non-fluent aphasia have the ability to learn and discern the association of symbol meanings by making use of Augmentative and Alternative Communication (AAC).

Article Two: Arroyo, C.G., Goldfarb, R., & Sands, E. (2012). Caregiver Training in an AAC Intervention for Severe Aphasia. Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(3-4), 59.

1) Description

Original interventions for persons with severe aphasia typically concentrate on enhancing comprehension and verbal expression with the ultimate objective of reinstating functional communication. Nonetheless, several persons with severe aphasia do not attain adequate language capability for effective, practical communication. Lately, compensatory approaches comprising augmentative and alternative communication (AAC) have been applied with this populace.

2) Design

A case study method was employed in the current study to observe the utility of an AAC device for a person with severe non-fluent aphasia. The caregiver was educated in the use of the AAC device, and was particularly enabled in its use in the household setting. It was theorized that