Part 2 Introduction Welcome to Part 2 of SIG 12's issue of Perspectives of the ASHA Special Interest Groups. This Part 2 consists of two articles whose purpose is to demonstrate the use of innovative interface options to develop language in young children and to integrate AAC systems within the natural environment. ... Coordinator's Column
Coordinator's Column  |   October 23, 2017
Part 2 Introduction
Author Notes
Article Information
Part 2
Coordinator's Column   |   October 23, 2017
Part 2 Introduction
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 39. doi:10.1044/persp2.SIG12.39
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 39. doi:10.1044/persp2.SIG12.39
Welcome to Part 2 of SIG 12's issue of Perspectives of the ASHA Special Interest Groups.
This Part 2 consists of two articles whose purpose is to demonstrate the use of innovative interface options to develop language in young children and to integrate AAC systems within the natural environment. In their article “New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces,” Boster, Benigno, and McCarthy present how language development theories should be taken into consideration while developing AAC systems. Theories of development of form, content, and use of language need to be incorporated into innovative and new features of platforms (e.g., tablets and iPads) for AAC. The need for use of videos, animations, visual scenes, and different organization strategies need to be included into designs of AAC systems. Then, O'Neil, Light, and McNaughton use the results of a pilot study on integration of videos into visual scene displays to demonstrate the need for integration of AAC within the natural environment. The study used videos and visual scenes across three different community and vocational activities on the AAC system of an adolescent individual with autism. The authors demonstrated through their pilot study that as the independent use of AAC systems increased dependence on aides (e.g., job coaches, paraprofessionals) decreased creating greater opportunities for employment. We'd like to thank these authors for their contributions to Perspectives. We hope you enjoy them!
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