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Multimodal AAC for Individuals with Down Syndrome

Multimodal AAC for Individuals with Down Syndrome

9781681254128
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Description
This volume examines the role of multimodal augmentative and alternative communication (AAC) in supporting speech, language, and communication of individuals with Down syndrome, across the lifespan.
Product Details
Eurospan
89769
9781681254128
9781681254128

Data sheet

Publication date
2020
Issue number
1
Cover
paperback
Pages count
296
Dimensions (mm)
178.00 x 254.00
    • Vision for Book
    • The Brookes AAC series is intended to synthesize current research around topics /populations and consider implications for evidence-based practice. As such the series is intended to appeal to researchers, clinicians, and preservice/ graduate students.
    • Originally the series primarily targeted those in the AAC field. More recently we have been focused on population-specific volumes in an attempt to reach out to those in other fields (e.g., aphasia, ASD,cerebral palsy) who are not currently knowledgeable in AAC.There is definitely an urgent need for a book to address interventions for individuals with Down syndrome.
    • This book will examine the role of multi-modal augmentative and alternative communication (AAC) in supporting speech, language, and communication of individuals with Down syndrome, across the lifespan. It will have an emphasis on the unique developmental, educational, health, and communication issues that arise in Down syndrome. A primary goal is to examine these issues as they occur across the lifespan; although not every chapter will itself consider lifespan issues, together the chapters will address the issues and changes that face individuals with Down syndrome, their families, and their caregivers at all stages. This structure allows for recognition that both the formats and the functions of AAC may differ depending on age, living context, family structures, and unique communication needs of the individual with Down syndrome.
    • Each chapter will (a) introduce and describe the particular issues that arise in individuals with Down syndrome, in that chapter content area; (b) discuss current interventions in the content area (either AAC-based, communication based, or other), and the evidence base related to those interventions; (c) consider how visual communication supports of all sorts (unaided, aided, high vs low technology, social-media based) might be applied to maximize outcomes in the content area, and discuss the evidence-base, if it exists; and (d) draw final conclusions about future research needs and/or clinical/practice implications. Considerations of cultural and linguistic diversity will be infused throughout the chapters, as appropriate.
    • Multi-Modal AAC for Individuals with Down Syndrome across the Lifespan
    • Introduction to Down syndrome and Augmentative and Alternative Communication
    • Introduction to Down syndrome:: Cognition, production, & comprehension (Len Abbeduto, Director of UC Davis MIND Institute, Tsakopoulos-Vismara Endowed Chair of Psychiatry and Behavioral Sciences at UC Davis)
    • Speech intelligibility in Down syndrome and the role of speech supplementation across the lifespan (Raymond D. Kent, Professor Emeritus, University of Wisconsin-Madison)
    • Introduction to AAC:: Multimodal communication and its changing roles across the lifespan (Krista M. Wilkinson, Professor, The Pennsylvania State University)
    • Considerations for Communication Supports across the Lifespan::
    • Supporting communication and language development during early development (MaryAnn Romski, Regents Professor, Georgia State University)
    • Considerations for evaluation and intervention of speech, language, and communication skills of importance in school-aged children (Lizbeth Finestack, Associate Professor, The University of Minnesota)
    • Supporting communication during transitions within school and into adulthood (David McNaughton, Professor, Penn State University)
    • Assessment and management of speech, language, and communication challenges associated with cognitive decline/Alzheimers (Sharon Krinsky-McHale, New York State Institute for Basic Research)
    • Supporting Participation across Valued Contexts::
    • Promoting effective communication within family systems, including family leisure (Tara O'Neill, Assistant Professor, Misericordia University, & Gregory M., Fosco, Associate Professor, Penn State University)
    • Supporting communication and self-advocacy related to special health/medical needs and services (Stephanie Santoro, MD., Massachusetts General Hospital Down Syndrome Program)
    • Supporting literacy and related opportunities from learning through application (including social media) (Andrea Barton-Hulsey, University of Madison, Wisconsin)
    • Measuring individual outcomes and participation across contexts (Anna Esbenson, Assistant Professor,University of Cincinnati, Department of Pediatrics)
    • Timeline
    • July 15:: Authors provide chapter outline to Editors (feedback within 1 week)
    • End of August::First drafts of chapters due to Editors (feedback within 3 weeks)
    • Mid-November:: Revisions of chapters due to Editors
    • January 2019:: Final drafts of chapters due to Editors
    • Anticipated publication::Spring/Summer 2019
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