JCPSLP Vol 21 No 3 2019

Table 1. Interventions referred to in the TEAM framework

Intervention

Brief description

Recommended article for additional information Ogletree, Bruce, Finch, Fahey, and McLean (2011)

Van Dijk approach (1966)

Communication partners learn to move with the person to establish a routine with pauses and opportunities to react. The behaviours of the person are then interpreted as being intentional communicative acts These tools provide a translation of the persons behaviours and facial expressions so that an unfamiliar partner can interpret these behaviours An object can be used as a symbol to represent a concept related to the object, and can be used to build an association between an object and an event. It can also be helpful for someone with visual impairment who can’t see 2 dimensional images Key Word Sign is a multimodal approach that involves the person adding signs from the local sign language to spoken sentences. Only the key words in the sentence are signed. It can be used to support receptive language as well as being an expressive modality Calendar strategies involve arranging pictures or objects to allow the person to anticipate events This approach involves communication partners in mirroring the movements and behaviours of the person with a disability. The aim is to build reciprocal responses between the person and the caregiver and studies have demonstrated some changes in eye contact, emotional expression and proximity. A number of interventions are used with people with SID that are based on sensory stimulation. Sensory stimulation is at the core of several intervention approaches including intensive interaction (Nind, 1996), individualised sensory environments (Bunning, 1998), multi-sensory stories (Grove, 2012). Non-electronic communication aids include a range of visuals and pictures used with a person with CCN to help them to understand their daily lives and to make choices. A level of symbolic communication is required for the person to use these to express their needs and choices; however, it is widely accepted that these are used with people who are not yet symbolic to assist them to understand their daily routines and to see and hear symbols used regularly which may assist them to eventually use them communicatively themselves. Enhanced milieu teaching (EMT) and prelinguistic milieu teaching (PMT) are naturalistic language interventions that involve manipulating aspects of the environment and the behaviours of communication partners to facilitate communication. EMT and PMT approaches have successfully been combined with AAC to develop a person’s communication in both adults and children Picture exchange communication system (PECS) is a strategy that uses the concept of exchanging a picture for a desired item. PECS can be used to teach intentional communication. The person learns to hand over a picture of a desired item in order to request it. Children learn language by seeing it and hearing it around them. However, for children with CCN, it is often assumed that the device is to be used only by the child and not by their communication partners. There is a body of evidence investigating the use of aided language stimulation (also called augmented input) which involves the communication partners using the client’s AAC device when speaking to the client, Functional communication training (FCT) is a systematic intervention whereby a person’s challenging behaviour is replaced by more socially appropriate behaviour. The assumption of FCT is that the behaviour represents something the person wants to communicate. The aim of FCT is to teach the person a more conventional way of communicating this message. Aided AAC involves use of both low-tech and high-tech symbols to support the persons expressive and receptive language.

Communication/gesture dictionary/”book about me” Objects of reference/tangible symbols

Ogletree and Pierce (2010)

Roche et al. (2014)

Glacken et al. (2018)

Key Word Sign

Calendar strategies

Ogletree et al. (2011)

Hutchinson and Bodicoat (2015)

Intensive interaction

Goldbart, Chadwick, and Buell (2014) Bunning (2009)

Sensory based intervention (SID)

Iacono, Lyon, and West (2011); Knight, Sartini, and Spriggs (2015); Bornman (2011)

Low tech AAC – also referred to as non-electronic communication aids (NECAS)

Kaiser and Wright (2013)

Milieu teaching

Sigafoos et al. (2016)

Picture exchange communication system (PECS)

Allen, Schlosser, Brock, and Shane (2017)

Aided language stimulation/ augmented input

Kurtz, Boelter, Jarmolowicz, Chin, and Hagopian (2011)

Functional communication training (FCT)

Aided AAC

Lancioni, Sigafoos, O’Reilly, and Singh (2013)

139

JCPSLP Volume 21, Number 3 2019

www.speechpathologyaustralia.org.au