What is known about the use of augmentative and alternative communication in children with childhood apraxia of speech?
Tracks
7
Alternative and Augmentative Communication (AAC)
Childhood Apraxia of Speech (CAS)
Professional practice
Research
| Sunday, June 15, 2025 |
| 12:35 PM - 12:45 PM |
| Knowledge Hub | Halls MNO, Ground Level |
Overview
Dr Jacqueline Lim and Clancy Conlon
Details
⏫ Rapid impact
⏲️ 12.35pm - 12.45pm
⌛10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 12.35pm - 12.45pm
⌛10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Dr Jacqueline Lim
James Cook University
What is known about the use of augmentative and alternative communication in children with childhood apraxia of speech?
12:35 PM - 12:45 PMPresentation summary
This presentation explores what is currently known about the use of augmentative and alternative communication (AAC) in children with childhood apraxia of speech (CAS).
Children with CAS often present with communication difficulties which may be supported through the use of AAC. However, the majority of interventions designed for CAS and subsequent research, focusses on speech sound production. Therefore, this research aimed to explore what is currently known about the use of AAC in children with CAS. A scoping review was conducted to identify the literature within four databases. Studies were included if they were published between 2003 and 2023, published in a peer reviewed journal, described original research and included children diagnosed with CAS who were using AAC. All authors reviewed 100% of abstracts and full texts; forward and backward citation chaining was then conducted. In total, eleven studies were included. The results of this study provide an overview and integration of the evidence surrounding the use of AAC in children with CAS including the perspectives of speech-language pathologists (SLPs) when introducing AAC to their clients with CAS. The research findings identify that the introduction of AAC can often be a bridge to verbal communication for children with CAS and that SLPs' clinical experience often influences decision-making regarding the introduction of AAC to clients with CAS. Gaps in the research and considerations for clinical practice will be outlined.
Children with CAS often present with communication difficulties which may be supported through the use of AAC. However, the majority of interventions designed for CAS and subsequent research, focusses on speech sound production. Therefore, this research aimed to explore what is currently known about the use of AAC in children with CAS. A scoping review was conducted to identify the literature within four databases. Studies were included if they were published between 2003 and 2023, published in a peer reviewed journal, described original research and included children diagnosed with CAS who were using AAC. All authors reviewed 100% of abstracts and full texts; forward and backward citation chaining was then conducted. In total, eleven studies were included. The results of this study provide an overview and integration of the evidence surrounding the use of AAC in children with CAS including the perspectives of speech-language pathologists (SLPs) when introducing AAC to their clients with CAS. The research findings identify that the introduction of AAC can often be a bridge to verbal communication for children with CAS and that SLPs' clinical experience often influences decision-making regarding the introduction of AAC to clients with CAS. Gaps in the research and considerations for clinical practice will be outlined.
Refrences
1. Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
2. Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication, 33(3), 149–159. https://doi.org/10.1080/07434618.2017.1338752
3. Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Brookes Publishing Company
3. Johnson, R. K., & Gohsman, M. K. (2023). Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap. American Journal of Speech-Language Pathology, 32(4), 1532–1564 https://doi.org/10.1044/2023_AJSLP- 22-00320
5. Maas, E. (2024). Treatment for Childhood Apraxia of Speech: Past, Present, and Future. Journal of Speech, Language, and Hearing Research, 1–26. https://doi.org/10.1044/2024_JSLHR-23-00233
2. Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication, 33(3), 149–159. https://doi.org/10.1080/07434618.2017.1338752
3. Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Brookes Publishing Company
3. Johnson, R. K., & Gohsman, M. K. (2023). Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap. American Journal of Speech-Language Pathology, 32(4), 1532–1564 https://doi.org/10.1044/2023_AJSLP- 22-00320
5. Maas, E. (2024). Treatment for Childhood Apraxia of Speech: Past, Present, and Future. Journal of Speech, Language, and Hearing Research, 1–26. https://doi.org/10.1044/2024_JSLHR-23-00233
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Jacqui Lim is an academic and clinician. She has been practising for more than 25 years in Australia and Canada. She has worked in rural and remote locations and with clients across the lifespan. Her current research interests include CAS, dyslexia and the neurobiology of speech.
Miss Clancy Conlon
CQUniversity
What is known about the use of augmentative and alternative communication in children with childhood apraxia of speech?
12:35 PM - 12:45 PM**********
Clancy Conlon is a lecturer at CQUniversity in Rockhampton, QLD. Clancy’s teaching areas include paediatric speech and language as well as augmentative and alternative communication across the lifespan. Clancy is currently enrolled in her PhD through CQUniversity investigating the training experiences, attitudes and self-perceived competence and confidence of Australian speech language pathologists in Augmentative and Alternative Communication. Clancy continues to provide clinical services within the disability sector in Australia and overseas in under resourced settings.
Session chair
Dai Pu
Monash University & Little Birds Allied Health
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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