title: Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities.
abstract: The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad®-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68-86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners.
authors: a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand.
authors: Martina Christina Marion
authors: MC
authors: Schäfer
authors: a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand.
authors: Dean
authors: D
authors: Sutherland
authors: a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand.
authors: Laurie
authors: L
authors: McLay
authors: b School of Education, Victoria University of Wellington , Wellington , New Zealand.
authors: Donna
authors: D
authors: Achmadi
authors: b School of Education, Victoria University of Wellington , Wellington , New Zealand.
authors: Larah
authors: L
authors: van der Meer
authors: b School of Education, Victoria University of Wellington , Wellington , New Zealand.
authors: Jeff
authors: J
authors: Sigafoos
authors: c Department of Neuroscience and Sense Organs , University of Bari , Bari , Italy.
authors: Giulio E
authors: GE
authors: Lancioni
authors: d Meadows Center for Preventing Educational Risk, The University of Texas at Austin , Austin , TX , USA.
authors: Mark F
authors: MF
authors: O'Reilly
authors: e Department of Speech-Language Pathology and Audiology , Northeastern University and Boston Children's Hospital , Boston , MA , USA.
authors: Ralf W
authors: RW
authors: Schlosser
authors: f Institute of Physiology, Research Unit iDN-interdisciplinary Developmental Neuroscience, Center for Physiological Medicine, Medical University of Graz, Graz, Austria and Center of Neurodevelopmental Disorders (KIND), Department of Women's and Children's Health, Karolinska Institutet , Stockholm , Sweden.
authors: Peter B
authors: PB
authors: Marschik
mesh_terms: D001294:Attitude to Health; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000534:rehabilitation*; D034201:Computers, Handheld; D005868:Gestures; D006801:Humans; D007398:Interpersonal Relations; D036301:Qualitative Research; D000070777:School Teachers; D013334:Students; D011795:Surveys and Questionnaires; D000070260:Teacher Training; D014495:Universities
keywords: Manual signing; picture exchange; social validity; speech-generating device; teacher perceptions