The efficacy of augmentative and alternative communication: [towards evidence-based practice]
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Amsterdam [u.a.]
Academic Press
2003
|
| Schriftenreihe: | Augmentative and alternative communication perspectives
|
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019990420&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Literaturangaben |
| Umfang: | XXIV, 627 S. graph. Darst. |
| ISBN: | 0126256675 |
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| adam_text | of
AUGMENTATIVE
and
ALTERNATIVE
COMMUNICATION
A VOLUME IN THE AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION PERSPECTIVES SERIES
Ralf W Schlosser
Northeastern University
Department of Speech-Language Pathology and Audiology
Boston, Massachusetts
ACADEMIC PRESS
An imprint of Elsevier Science
Amsterdam Boston London New York Oxford Paris
San Diego San Francisco Singapore Sydney Tokyo
Stadt-u Univ -Bibl
Frankfurt am Main
CONTENTS
Contributors xxiii
CHAPTER 1
Introduction
RalJW Schlosser
I Why Was This Book Written? 1
II Why Should We Care about Efficacy and EBP? 2
III Organization of This Book 4
CHAPTER 2
Efficacy and Outcomes Measurement in
Augmentative and Alternative
Communication
RalfW Schlosser
I Introduction 13
II Outcomes Defined 14
III A Discussion of Various Conceptualizations of Efficacy
Research 14
A Efficacy Research versus Outcomes Research 14
B Efficacy Research versus Effectiveness Research Under
the Umbrella of Outcomes Research 16
C Efficacy as an Umbrella Term 18
D Outcomes Measurement as an Umbrella Term 20
IV A Proposed Conceptualization of Efficacy Research in AAC 21
A The Proposed Conceptualization 21
B From Efficacy Research to Outcomes Research 23
V Summary 24
Concents
CHAPTER 3
Validity
RalfW Schlosser
I Introduction 27
II Threats to Internal Validity 28
A Maturation and History 29
B Order Effects and Carryover Effects 30
C Interobserver Agreement for the Dependent Variable 31
D Treatment Integrity 32
E Instrumentation and Testing 33
F Regression 33
G Hawthorne Effects or Novelty Effects 34
III External Validity and Generality 35
A Subject Generality 35
B Variable Generality 36
C Condition Generality 36
D Role of Replication in Establishing Generality 36
IV Social Validity 37
A Subjective Evaluation 37
B Social Comparison 37
V Ecological Validity 38
VI Summary 39
CHAPTER 4
Formulating Research Questions
D Jeffery Higginbotham
I Introduction 43
II Relationship of Theory to Research 44
III Relationship of Theory and the Research Process to the
Research Question 45
IV Language Measures Obtained through Automated Data
Logging and Objective Measures 46
A Language Processing 48
B Joint Action 50
V Conclusion: Asking the Right Questions about MLU 54
Contents xi
CHAPTER 5
On the Subject of Subject Selection in AAC
Jan L Bedrosian
I Introduction 58
II Overview of AAC Efficacy Studies 58
III Who Are the Participants in AAC Efficacy Research? 59
IV What Is the Nature of the Assessment Tools Used to
Measure Language and Cognitive Performance in the
Participants? 72
V How Are Participants in AAC Efficacy Research
Selected? 73
VI What Impact Does Participant Selection Have on
Establishing External Validity? 75
A Direct Replication 76
B Systematic Replication 79
VII Closing Comments 80
CHAPTER 6
Single-Subject Experimental Designs
RalfW Schlosser
I Introduction 86
II Evaluating Behavior Change in AAC Interventions 86
A Evaluating Behavior Change in One AAC Intervention 87
III Evaluating Generalization 100
A Evaluating Generalization via Multiple-Baseline
Designs and Its Variants 100
B Choosing an Appropriate Generalization Design 103
C Summary 116
IV Evaluating Maintenance 117
A Conceptualizing Maintenance Evaluation 117
B Choosing an Appropriate Maintenance Design 118
V Comparing the Efficacy of Two or More Interventions 123
A Formulating the Research Question 123
B Choosing an Appropriate Design 124
C Setting a Learning Criterion versus a Teaching
Criterion 130
D Choosing Appropriate Materials 132
E Creating Equivalent Instructional Sets 132
F Creating Functionally Independent Sets 135
G Minimizing Carryover Effects 135
xii Contents
H Keeping Procedures Constant across Conditions
except for the Independent Variable 135
I Collecting Treatment Integrity Data 136
J Interpreting the Results in Terms of Effectiveness and
Efficiency 136
K Summary 137
VI Summary 137
Appendix 6A: Evaluation Checklist for Planning and
Evaluating Comparative Efficacy Studies 144
CHAPTER 7
Group Designs
Raff W Schlosser
I Introduction 147
II Preexperimental Designs 148
A The One-Shot Case Study 148
B The One-Group Pretest-Posttest Design 148
C The Static-Group Comparison 149
D Summary 149
III True Experimental Designs 149
A The Pretest-Posttest Control Group Design 150
B Multigroup Pretest-Posttest Design 150
C The Posttest-Only Control Group Design 150
D Multigroup Posttest-Only Design 151
E The Solomon Four-Group Design 151
F Factorial Designs 151
G Summary 153
IV Quasi-experimental Designs 153
A Nonequivalent Control Group Designs 153
B Quasi Multigroup Pretest-Posttest Design 154
C Separate Sample Pretest-Posttest Design 154
D Time-Series Designs 155
E Within-Subjects Designs 156
V Conclusions 160
CHAPTER 8
Longitudinal Designs
Rose A Sevdk and MaryAnn Romski
I Introduction 163
II Longitudinal Research Designs 164
Contents xiii
III Longitudinal Designs in AAC Research 165
A The System for Augmenting Language (SAL) 166
B Issues for Longitudinal Research Designs in AAC 171
IV Evaluating Longitudinal Designs in Evidence-Based
Practice 177
V Summary and Conclusions 177
CHAPTER 9
Determining the Treatment
Integrity of AAC Interventions
Raff W Schlosser
I Introduction 182
II Treatment Integrity Defined 182
III Reviews of Treatment Integrity 183
A Reviews from Related Fields 183
B Reviews of the AAC Intervention Literature 186
IV Treatment Integrity and Its Role in Establishing a Science
of AAC Intervention Research 187
A Internal Validity 187
B External Validity 189
C Construct Validity 189
V Assessing Treatment Integrity—An AAC Example 190
A Defining the Independent Variable Operationally 190
B Deciding Procedural Steps 192
C Determining an Assessment Method 192
D Preparing Data Recording Sheets 192
E Ascertaining an Adequate Number of Observations 193
F Minimizing the Reactivity of Observations 193
G Minimizing Experimenter Bias 195
H Calculating Treatment Integrity 196
I Reporting Treatment Integrity Data 197
VI Treatment Integrity and the Evidence-Based Practitioner 197
A Implementing Evidence-Based Practice 198
B Evaluating the Outcomes of Daily Interventions 198
VII Conclusions 199
Appendix 9A 202
xiv Contents
CHAPTER 10
Determining the Social Validity of
AAC Interventions
Raff W Schlosser
I Introduction 203
II Social Validation Defined 204
III Reviews of the Social Validation Literature 205
A Reviews from Related Fields 205
B Reviews in AAC 208
IV The AAC Social Validity Framework 208
A The Who 214
B The What: Validating Relevant Intervention Aspects 217
C The How: Using Appropriate Measurement
Techniques 217
V Conclusions 223
Appendix 10A: Evaluation Checklist for Planning and
Evaluating Social Validation Assessments 227
Appendix 10B 228
CHAPTER 11
Synthesizing Efficacy Research in AAC
Raff W Schlosser
I Introduction 230
II Three Approaches to the Synthesis of Efficacy Research 230
A Narrative Reviews 230
B Quantitative Reviews 232
C Meta-Analytic Reviews 235
III Planning and Implementing a Meta-Analysis in AAC 237
A The Problem Formulation Stage 238
B The Data Collection Stage—Formulating a Search
Strategy 239
C The Data Evaluation Stage 241
D The Analysis and Interpretation Stage 252
E The Public Presentation Stage 253
IV Conclusions 253
Contents XV
CHAPTER 12
Toward Evidence-Based Practice in AAC
Raff W Schlosser and Pammi Raghavendra
I Introduction 260
II Evidence-Based Practice Defined 260
A Definitions of EBP in Other Fields 261
B Decision Making in AAC Today 261
C A Proposed Definition for AAC 262
III The Nature of Evidence: Developing a Framework
for AAC 266
A Hierarchies of Evidence in Related Fields 267
B Recognizing Shortcomings of Existing Hierarchies
for AAC 267
C The Role of RCTs and the Breadth of
Quasi-Experimental Group Designs 267
D A Proposed Hierarchy for the AAC Field 272
IV Limitations of Hierarchies Based on Design Only: A
Proposed Framework 272
A Treatment Integrity as a Contributor to Internal Validity 273
B Recognizing External Validity Issues in EBP 273
C Acknowledging the Role of Social Validity in EBP 280
V The Process of EBP in AAC 284
A Asking a Well-Built Question 285
B Selecting Evidence Sources 285
C Executing the Search Strategy 288
D Examining the Evidence 289
E Applying the Evidence 290
F Evaluating the Evidence Application 291
G Disseminating the Findings 292
VI Summary 293
CHAPTER 13
Presymbolic Communication Intervention
Cecilia Olsson and Mats Cranlund
I Introduction 299
II What is a Good Outcome? 301
A Theories of Communication and Goals for Intervention 301
B Definitions of Communication: Implications for
Intervention 306
C The Communicative Process as a Focus for Intervention 308
xvi Contents
III How Are Decisions Made about Prioritizing Outcomes? 309
A The Intervention Process 310
B Assessment Instruments 311
C Goal Setting 312
IV Intervention Methods Focused on Interaction 313
A Assigning a Meaning 314
B How to Read the Presymbolic Communicator 314
C Interaction Patterns 315
D Inferences and Changing the Context 316
V Conclusions 316
CHAPTER 14
Strategies for Beginning Communicators
Jeff Sigafoos, Erik Drasgow and Raff W Schlosser
I Introduction 324
II Beginning Communicators 325
III Implementation of Empirically Validated Strategies 326
A Individual Attributes 327
B Data-Based Instruction 328
C Basic Principles and Mechanisms 329
IV Clinical and Educational Decisions 329
A Are Beginning Communicators Ready for AAC? 329
B What AAC Mode and System Is Best for Beginning
Communicators? 331
C What Should I Teach First? 332
D How Do I Teach Requesting? 335
E How Do I Teach Rejecting? 337
F Can I Teach Other Communicative Functions? 338
G How Can I Ensure Appropriate Use of Newly
Acquired Communication Skills? 339
H What about Maintenance? 340
V Summary 341
CHAPTER 15
Selecting Graphic Symbols for an
Initial Request Lexicon
Raff W Schlosser
I Introduction 348
II Selection Considerations 349
Contents 3
A Iconicity and Realism 350
B Speech Output 367
C Spoken Language Comprehension of the Referent 369
D Concreteness of the Referent 370
E Reinforcement Value of the Referent 371
F Correspondence 373
G Summary and Conclusions 376
III Selecting Graphic Symbols: An EBP Process Illustration 381
A The Process Pertaining to the Background Question 383
B The Process Pertaining to the Foreground Question 391
IV Summary and Conclusions 395
Appendix 15 1 402
CHAPTER 16
Effects of AAC on Natural
Speech Development
Raff W Schlosser
I Introduction 404
II Hypotheses on the Relation of ACC and Speech
Development 404
III What does the Research Tell Us? 405
A Findings from the Research Synthesis by Millar et al
(2002) 406
B The Millar et al (2002) Synthesis and Jackson s (1980)
Criteria 407
IV Deciding on Whether to Use AAC: An EBP Illustration 409
A Asking a Well-Built Question 410
B Selecting Evidence Sources and Executing the Search
Strategy 410
C Examining the Evidence 411
D Applying the Evidence 415
E Evaluating the Application of the Evidence 416
F Disseminating the Findings 416
V Implications for Future Research 416
A Design Issues 416
B Measurement Issues 417
VI Conclusions 421
xviii Contents
CHAPTER 17
Application of Current Literacy Theory,
Efficacy Research, and Clinical Practice to
AAC Users
Doreen M Blischak, Aimee Gorman and Linda J Lombardino
I Introduction 427
II Literacy Development and Disability 428
A Models of Literacy Development 428
B Guiding Principles 429
C What Are Reading Disabilities? 430
D Children at Risk for Reading Disability 431
III Literacy Assessments in Individuals Who Use AAC 433
A Issues 433
B Research 434
IV Literacy Intervention with AAC Users 435
A Case Studies 435
B Empirical Research 436
C Case Example 440
V Future Research 442
CHAPTER 18
Efficacy of AAC Intervention in Individuals
with Chronic Severe Aphasia
Rajinder K Koul and Melinda Corwin
I Introduction 449
II Aphasia 450
III AAC Intervention and Aphasia 451
A Theoretical Framework for AAC Intervention in
Aphasia 451
B Conceptualizing the Efficacy of AAC Interventions
in Aphasia 452
C AAC Intervention Approaches 453
IV Summary and Conclusions 466
CHAPTER 19
Roles of Speech Output in AAC
RaffW Schlosser, Doreen M Blischak and Rajinder K Koul
I Introduction 472
II Roles of Speech Output for (Potential) Communication
Partners 473
Contents xix
A Intelligibility
B Comprehension
C Attitudes
D Communicative Competence
E Communicative Behavior
III Roles of Speech Output for the Learner
A Graphic Symbol Learning
B Requesting
C Other Communicative Functions and Social Regulation
Functions
D Learner Preference
E Challenging Behaviors
F Natural Speech Production
G Comprehension
H Literacy
IV Roles of Speech Output for the Learner-Partner Dyad
V Deciding on the Use of Speech Output: An EBP
Illustration
A Asking a Well-Built Question
B Selecting Evidence Sources and Executing the
Search Strategy
C Examining the Evidence
D Applying the Evidence
E Evaluating the Application of the Evidence
F Disseminating the Findings
VI Conclusions
CHAPTER 20
Evidence-Based Strategies for Promoting
Generalization and Maintenance
RaffW Schlosser and David Lee
I Introduction 533
II Status of the Existing Evidence Base 534
III Strategies to Promote Generalization and Maintenance 535
A Single Strategies 535
B Combined Strategies 545
IV Integrating Strategies into Intervention Planning 546
A Determine Where You Want to Go 546
Contents
B Ensure the Source of Generalization/Maintenance
Outcomes 548
C Implement Instruction 548
V Summary 549
CHAPTER 21
Comparative Efficacy Studies Using
Single-Subject Experimental Designs
Raff W Schlosser
I Introduction 554
II What Do We Know? 554
A Method of the Review 554
B Results of the Narrative Review 556
III Simultaneous Communication or Sign Alone: An EPB
Illustration 584
A Asking Weil-Built Questions 584
B The Primary Question: Selecting Evidence Sources
and Executing the Search Strategy 585
C The Primary Question: Examining the Evidence 585
D The Primary Question: Applying the Evidence 586
E The Secondary Question: Selecting Evidence Sources
and Executing the Search Strategy 586
F The Secondary Question: Examining the Evidence 587
G The Secondary Question: Applying the Evidence 588
H Evaluating the Application of the Evidence 589
I Disseminating the Findings 589
IV Conclusions: The Role of Comparison Studies for EBP 589
A Evaluating the Evidence from Comparison Studies 589
B How Can Comparison Studies Inform EBP? 590
Appendix 21 A: Difinitions—AAC Comparison Studies
Coding Manual 595
CHAPTER 22
Epilogue
Raff W Schlosser
I Introduction 601
II Insights Gained from Experiences with the EBP Process 602
A Evaluating Research Evidence Is a Dialectical Process 602
B Evidence-Based Practice Has to Be a Cyclical Process 602
Contents XXI
C Evidence-Based Practice Can Be a Time-Consuming
Process 603
D The Role of Stakeholders Is Paramount 608
E Training Practitioners in the Skills Needed to Engage
in EBP 610
III The Future of Efficacy Research: Toward EBP 611
Index 613
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| spellingShingle | Schlosser, Ralf W. 1963- The efficacy of augmentative and alternative communication [towards evidence-based practice] |
| title | The efficacy of augmentative and alternative communication [towards evidence-based practice] |
| title_auth | The efficacy of augmentative and alternative communication [towards evidence-based practice] |
| title_exact_search | The efficacy of augmentative and alternative communication [towards evidence-based practice] |
| title_full | The efficacy of augmentative and alternative communication [towards evidence-based practice] Ralf W. Schlosser |
| title_fullStr | The efficacy of augmentative and alternative communication [towards evidence-based practice] Ralf W. Schlosser |
| title_full_unstemmed | The efficacy of augmentative and alternative communication [towards evidence-based practice] Ralf W. Schlosser |
| title_short | The efficacy of augmentative and alternative communication |
| title_sort | the efficacy of augmentative and alternative communication towards evidence based practice |
| title_sub | [towards evidence-based practice] |
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