¶ … 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.

3) Method

The Augmentative and Alternative Communication (AAC) device that was chosen for the study was Dialect by Zygo, with Speaking Dynamically Pro. The instrument has simple and basic user-friendliness, touch screen, transportability, and a dialogue synthesizer. The dialect AAC device has been employed efficaciously and positively with other chronic non-fluent aphasic adults. In the methodology, prior to application of the device in treatment, an interview was undertaken where the caregiver and the participant provided information concerning themselves; this was used to modify the instrument to the participant's necessities. Symbols were structured into classifications, ranging from overall to detailed pecking order structure. Every level has six options that were centered on the participant's level of comprehension and interview information. The caregiver was given teaching in use of the equipment and on the application. The treatment took three months in total encompassing one hour, four days of the week; this is a general total of approximately 120 training sessions.

The initial phase of the methodology was identification of symbols. At every level, the participant was required to correctly categorize the symbol four out of five times, with all symbols being displayed. Following this initial cognitive test, the participant moved on to the subsequent level. The second phase involved using the AAC equipment to 'steer' to the accurate classification, by selecting a symbol chosen by the clinician, either by means of stimulations or signals. The participant was expected to properly steer to selections in the 4th symbol four out of every five times. The third phase involved situation role-play. The participant was questioned regarding real life...

Signals were offered up until the participant gave rational responses individualistically.
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…