September 10, 2017

Technology Integration
Volume 1, Issue 1 September 10, 2017

Restricted Verbal Communication

HIGHLIGHTING THE
IM PORT ANCE OF Communication is an
INT EGR AT ING essential and fixed
TECHNOLOGY: pattern of behavior for all
living things.
Communication can be
any exchange of
Points of Interest
information between two
Inside Communication 1 beings. Our world is busy
and people rely on
AAC Devices 1
communication to work
Scientific Data 2 their way through life.

AAC devices and Friendships 2 There are four types of

communication: verbal,
Given a Chance to Succeed 3 nonverbal, written, and
visual. People apply an
enormous amount of
effort into communication.
Communication requires
listening, processing the
information, and then
transferring to the other.
The Language
Acquisition through Motor
Planning device is known
as LAMP. This device is
an augmentative and
alternative
communication device,
also known as an AAC
device.
AAC devices can be used with the AAC device such
in many different ways as a pointer device, or
that can fit the needs of symbolic photo or chart
the individual. Some (Bedwani, 2015). These
children may not need AAC devices have the
supplementary support ability to let the child
and can use natural express themselves
communication methods through the device. The
such as sign language, buttons on these devices
gestures, body language, have certain keys that
pointing, or mime relate to words so those
(Bedwani, 2015). Others who use it can express
may need extra themselves. A keyboard
supplementary support is also provided.

Is This For Real The Scientific Evidence

Studies show AAC
devices with consistent
use improves symbolic
communication and
consistency of
communication
(Bedwani, 2015). The
children who participated
in the study were tested before using the AAC
through receptive and device and after the use
expressive of the AAC device. By
communication checklists the end of the five week
(Bedwani, 2015). This program all of the
method helped to children had requested
compare the childrens the use of symbolic
communication skills means, and all of the
 Page 2
children were developing
better communication
through commenting
(Bedwani, 2015). Some of
the other improvements in
social communication was
expressing feelings,
gaining attention, and
greeting (Bedwani, 2015).
Through using the
symbolic communication
the vocabulary of the
children had increased for
all of them and 75% were
using phrases (Bedwani,
A New Level Of
Improving
Multiple Intelligences
children with restrictive
communication remain of
high importance when
planning educational
programs (Anderson,
2011). Researchers have
been able to demonstrate
how communication
abilities influence the
failure or the success of
friendships (Anderson,
2011). A study was done
with six participants on the
Technology Integration
2015). There is proven involvement which can
evidence supporting that help shape the
the uses of AAC devices development of a child.
show an overall increase Research has
in spontaneous demonstrated the links
communication, between the experiences
independence, meaningful of friendships and the
messages and developing emotional, psychosocial,
a larger vocabulary communication
(Bedwani, 2015). development and
academic performance
School settings provide
(Anderson, 2011). For
many opportunities to
these reasons the benefit
develop friendships
of educational
through interactions,
involvement in social
routines, and social
participation for
allalladrenWhile your main
goal of distributing a
newsletter might be to sell
your product or service,
the key to a successful
newsletter is making it
useful to your readers.
A great way to add useful
content to this newsletter
is to develop and write
your own articles, or
include a calendar of
upcoming events or a
special offer that promotes
a new product.
You can also research
articles or find filler
articles by accessing the
World Wide Web. You can
write about a variety of
friendships they had topics
These but try to keep
research your
findings
with the children who articles
identifiedshort.
that friendships
used their AAC device with peers
Much of thewho use AAC
content you
on a regular basis devices are rewarding,
put in your newsletter can
over six months; enjoyable,
also be used andforbeneficial.
your Web
these sessions were site. Microsoft Wordhave
Using AAC devices offers
digitally recorded and shown
a simplethrough
way tothese two
convert
the thematic narrative studies that equipping
your newsletter to a Web
methodology students with
publication. So,these
when
approach was used to devices enables them to
youre finished writing
analyze the have a voice, develop
your newsletter, convert it
friendships friendships,
to a Web siteenhance
and posttheir
it.
(Anderson, 2011). education, and achieve
future aspirations.
Technology Integration Page 3

A Chance to Succeed
Children with restricted communication often experience difficulties in communicating
with their peers, their teachers, and their family members. Studies have been able to
prove augmentative and alternative communication can enormously improve
communication. Through the use of these AAC devices it gives those with restrictive
verbal communication a voice! There are different approaches to using AAC devices
such as sign language, symbolic gesturing or picture exchange communication
systems (Barker, 2013). These AAC devices provide opportunities to communicate
within the classroom, which in turn helps the teachers and peers to understand where
the child needs extra support, or with what the child already understands. Having
interventions alongside the device can have a positive outcome on social
communication, language, and speech (Barker, 2013). Research has been able to
prove that augmented input is successful at improving production and comprehension
across augmented and spoken communication. School peers when provided the
opportunity can interact with students who use AAC devices, which in turn also helps
to strengthen friendships, and communication abilities. Peers can help with modeling
functional use and input on AAC devices and have an enormous positive impact on
language development (Barker, 2013). There has been research on peer-mediated
training; the results show a greater increase in communicative acts (Barker, 2013).
Data has been able to support that communication partners are important to
educational resources in the classroom, and can also be taught to provide augmented
input, and prompts to communicate with students who are learning to use their AAC
devices. Children who utilize their AAC devices will influence and help those who are
still learning to use their device as well (McNaughton, 2008).

Make learning
suitable for
every childs
needs.

LAMP is a program used on an AAC device that is a therapeutic approach based on

learning and neurological principles (Potts, n.d.). The LAMP program gives the child an
opportunity to initiate communication and activity which includes presenting motivating
vocabulary, making choices, sharing feelings, commenting, and asking questions
(Potts, n.d.). Since many students with restrictive communication do not have enough
speech to adequately meet their daily needs the AAC devices are perfect! The LAMP
program also contains speech output that contributes to helping the child learn what the
words sound like when others are speaking, and how they sound when they try to
repeat what they hear coming from the LAMP program on the AAC device (Potts, n.d.).
LAMP uses what is known as core vocabulary words and phrases because these are
most commonly spoken, these words are powerful and used most often in multiple
contexts (Potts, n.d.). The LAMP therapy program has been proven to be important to
the progress in each childs communication with restrictive communication. AAC
devices and the use of the LAMP program are beneficial to all children with restrictive
verbal communication.
Page 4 Technology Integration

References
Anderson, K., Balandin, S., & Clendon, S. (2011). He Cares About Me and I Care
About Him. Childrens Experiences of Friendship with Peers who use
AAC. Augmentative and Alternative Communication, 27(2), 77-90.
doi:10.3109/07434618.2011.577449

BARKER, R. M., AKABA, S., BRADY, N. C., & THIEMANN-BOURQUE, K. (2013).

Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. Augmentative and Alternative
Communication (Baltimore, Md.: 1985), 29(4), 334346.
http://doi.org/10.3109/07434618.2013.848933

Bedwani, M. N., Bruck, S., & Costly, D. (2015, June 10). Augmentative and
alternative communication for children with autism spectrum disorder: An
evidence-based evaluation of the Language Acquisition through Motor
Planning (LAMP) programme. Retrieved September 3, 2017, from
http://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1045807

Mcnaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, M.

B., & Light, J. (2008). A child needs to be given a chance to succeed:
Parents of individuals who use AAC describe the benefits and challenges of
learning AAC technologies. Augmentative and Alternative
Communication, 24(1), 43-55. doi:10.1080/07434610701421007

Potts, M., & Satterfield, B. (n.d.). Studies in AAC and Autism: The Impact of LAMP as
a Therapy Intervention. Retrieved September 12, 2017, from
http://www.gatfl.gatech.edu/tflwiki/images/4/43/LAMP_Rsch_Article.pd f