A conceptual review of writing research in augmentative and alternative communication.
Studies addressing the cognitive processes of writing (i.e., planning, translating, reviewing, monitoring) as applied to individuals with complex communication needs were reviewed. Studies meeting inclusion criteria were identified through searching multiple electronic databases and summarized according to participants, cognitive process(es) addressed, tasks and measures, and principal findings. Twenty-five studies were identified in peer-reviewed journals, 12 of them descriptive studies of spelling abilities in augmentative communication, five addressing spelling intervention, and eight addressing other writing processes. Implications for intervention and future research are discussed.
Koppenhaver
David
D
Appalachian State University, Boone, North Carolina 28608, USA. koppenhaverd@appstate.edu
Williams
Amy
A
D000293:Adolescent; D000328:Adult; D001321:Autistic Disorder / Q000534:rehabilitation; D002547:Cerebral Palsy / Q000534:rehabilitation; D002648:Child; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000534:rehabilitation*; D003194:Computer-Assisted Instruction; D019988:Children with Disabilities; D005246:Feedback; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation; D008297:Male; D011340:Problem Solving; D011932:Reading; D012106:Research; D012984:Software; D014175:Translating; D014706:Verbal Learning; D014825:Vocabulary; D014956:Writing