Acadmeic Paper - Outline
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School
Arizona State University *
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Course
624
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by ProfTurkey3545
I.
Opening Paragraph
A.
Introductory Sentence:
Pushing the buttons of those with developmental disabilities with the rise of communication devices and AAC interventions.
B.
Explanatory Sentences
: 1.
The use of AAC devices is increasing, and excellent research is improving upon its versatility and user interface.
2.
Communication devices aid those with complex needs and can give those individuals opportunities to experience vital social interactions. 3.
The increased teaching methods for the AAC device have allowed effective and appropriate generalized skills to be applicable in a natural setting.
C.
Thesis Statement
: There is abundant research supporting the growth of the AAC
device used for communication in those with complex communication needs and the rise of the application of this technology in society.
II.
Second Paragraph A.
Introductory Sentence: With the rise of AAC device users, the interface and accessible functionality are bound to change. 1.
The first piece of evidence: There is a rise in mobile devices to improve communication and the speed at which interactions can take place (Fiannaca et al., 2017).
2.
Second piece of evidence: The HAAT model explains the user interaction with a communication partner and the role of the AT device in its various forms that are used to bridge that gap (Elsahar, 2019).
3.
The third piece of evidence: AAC focuses on effectively exchanging communication forms and working on skills to build social relationships (
Light & Mcnaughton, 2015).
B.
Concluding Statement: Communication devices are merely a step to independence
and a specific tool to allow individuals to participate in home, school, community,
and work happenings with ease.
III.
Third Paragraph
A.
Introductory Sentence: With communication devices becoming more prominent, they have increased social interaction among those who otherwise would not participate due to their complex communication needs.
1.
The first piece of evidence: Utilizing an AAC device will increase the percentage of time spent interacting with peers and increase friendship development (
Therrien et al.,2016).
2.
Second piece of evidence: It is said that individuals operating an AAC device have the potential and expectation to contribute to society (Blackstone et al., 2007).
3.
The third piece of evidence: AAC devices can increase vocabulary concepts, effective turn-taking, joint engagement, communication duration, and the potential for much more for societal applications (Light
et al., 2019).
B.
Concluding Statement: The AAC device can increase social interaction in various facets and has a boundless future for societal usage and longevity use for individuals with complex communication needs.
IV.
Fourth Paragraph
A.
Introductory Sentence: Furthermore, the teaching methods have expanded to fit the needs of individuals with complex communication throughout diverse naturalistic settings and interaction types.
1.
The first piece of evidence: Naturalistic teaching includes materials and availabilities in the environment, and this includes using social praise as a reinforcer when generalizing AAC skills for an individual (Ganz et al.,
2019).
2.
The second piece of evidence: Readily accessible interaction during incidental teaching will increase social interactions and AAC technology
practices (Ganz et al., 2019).
3.
Third piece of evidence: The application of the AAC device requires the individual to gain the interactor’s attention, gaze at the screen, gesture, body orient, and emit a response of shared meaning; all of which are skills that can be used to facilitate multiple forms of interaction types (Ibrahim et al., 2023).
B.
Concluding Statement: Although there is still room for refinement of the AAC technology, this device has many teaching methods in multiple models for overall
social interaction applications.
V.
Conclusion Paragraph
A.
The introductory sentence restates the idea from the thesis in different words. Numerous studies support the function of the AAC device for individuals with
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complex communication needs, and it contributes to the increase of this technology in society.
B.
Summarize key points:
1.
The use of AAC is expanding and is backed by significant evidence aimed at enriching its user interface and versatility.
2.
AAC and other communication technologies assist those with complex communication needs, enabling opportunities for social interactions and creating meaningful societal experiences. 3.
The effectiveness of the application of the AAC device enables the ability to generalize skills in a naturalistic setting for those with multifaceted communication necessities.
C.
Final Concluding Statement (Clincher): There is an extensive progression in the AAC device with many more advancements to come, and these recent findings show that research has increased the use of communication technologies in society settings for those with intricate interaction abilities.
References
Blackstone, S. W., Williams, M. B., & Wilkins, D. P. (2007). Key principles underlying research
and practice in AAC. Augmentative and Alternative Communication, 23(3), 191 – 203. Elsahar, Y., Hu, S., Bouazza-Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability.
Sensors
,
19
(8), 1911.
Fiannaca, A., Paradiso, A., Shah, M., & Morris, M. R. (2017, February). AACrobat: Using mobile devices to lower communication barriers and provide autonomy with gaze-based AAC. In
Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing
(pp. 683–695).
Ganz, J. B., Hong, E. R., Leuthold, E., & Yllades, V. (2019). Naturalistic Augmentative and Alternative Communication Instruction for Practitioners and Individuals With Autism.
Intervention in School and Clinic
,
55
(1), 58-
64.
https://doi.org/10.1177/1053451219833012
Ibrahim, S., Clarke, M., Vasalou, A., & Bezemer, J. (2023). Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom.
Augmentative and alternative communication (Baltimore, Md.: 1985)
, 1–12. Advance online publication.
Light, J., & Mcnaughton, D. (2015). Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs.
Augmentative and alternative communication (Baltimore, Md.: 1985)
,
31
(2), 85–96. https://doi.org/10.3109/07434618.2015.1036458
Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for
children with complex communication needs and their communication partners: State of the science and future research directions.
Augmentative and alternative communication (Baltimore, Md.: 1985)
,
35
(1), 26–41. https://doi.org/10.1080/07434618.2018.1557251
Therrien, M.C., Light, J.C., & Pope, L. (2016). Systematic Review of the Effects of Interventions
to Promote Peer Interactions for Children who use Aided AAC.
Augmentative and Alternative Communication, pp. 32
, 81–93.
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