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Martine Smith
Associate Professor, Clin Speech & Language Studies
Head of School, Sch. Office - Linguistic Speech & Comm.

Biography

My background is in speech and language therapy, and most of my clinical and research work focuses on how children and adults with severely reduced intelligibility navigate social interaction and construct language systems. My main research interests are in the augmentative and alternative communication (AAC), especially in a developmental context, as well as inter-relationships between spoken and written language development and disorders. Much of my research explores how children who are learning language use multimodal communication including communication aids (e.g., iPads or other devices) to solve communication problems and how adults who have used aided communication for many years incorporate it into their overall communication systems. I am also very interested in the impact of severe speech impairments on the development of phonological and literacy skills. This links to my interest in Digital Literacy for children and adults who use communication devices - how and why they access the Internet and how Social Media supports or could support their development of social networks and social interaction opportunities.

Publications and Further Research Outputs

Peer-Reviewed Publications

" this is not going to be like, you know, standard communication?". Naturally speaking adults using aided communication in, editor(s)Smith, Martine Murray, Janice , The Silent Partner? Language, Interaction and Aided Communication, London, J&R Press Ltd, 2016, pp269 - 288, [Smith, Martine; McCague, Ellen, O'Gara, Justyne; Sammon, Seana] Book Chapter, 2016 TARA - Full Text

Augmentative and Alternative Communication, 32, 3, (2016), 163 - 226p, Martine Smith, [Editor], 2015-17 Journal, 2016

Balancing multimodality and relevance in, editor(s)Smith, Martine Murray, Janice , The silent partner? Language learning and language use in aided communication., London, J&R Press, 2016, [Jagoe, C & Smith, M] Book Chapter, 2016 Handle TARA - Full Text

Griffiths C.Smith M,M., Attuning: a communication process between people with severe and profound intellectual disability and their interaction partners., Journal of Applied Research in Intellectual Disabilities., 29, 2016, p124 - 138 Journal Article, 2016 DOI TARA - Full Text

Augmentative and Alternative Communication, 32, 2, (2016), 80 - 162p, Martine Smith, [Editor], 2015-2017 Journal, 2016

Augmentative and Alternative Communication, 32, 1, (2016), 1 - 79p, Martine Smith, [Editor], 2015-17 Journal, 2016

Augmentative and Alternative Communication, 32, 4, (2016), 227 - 319p, Martine Smith, [eds.], 2015--2017 Journal, 2016

Smith, Martine, Evidence for Impact, Impact of Evidence, Augmentative and Alternative Communication, 32, (4), 2016 Journal Article, 2016 URL DOI

Smith, Martine Murray, Janice, The Silent Partner? Language, Interaction and Aided Communication, London, J&R Press Ltd, 2016, 1 - 299pp Book, 2016

Introduction in, editor(s)Smith, Martine Murray, Janice , The Silent Partner? Language, Interaction and Aided Communication, London, J&R Press Ltd, 2016, pp1 - 16, [Smith, Martine, Murray, Janice] Book Chapter, 2016 TARA - Full Text

Augmentative and Alternative Communication, 31, 4, (2015), 261 - 350p, Martine Smith, [Ed], 2015-17 Journal, 2015

Smith, Martine, Supporting vocabulary development in children who use Augmentative and Alternative Communication, Journal of the Speech Language Hearing Association Taiwan, 33, 2015, p35 - 59 Journal Article, 2015 TARA - Full Text DOI

Martine M. Smith, Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions, Augmentative and Alternative Communication, 2015 Journal Article, 2015 DOI Other TARA - Full Text

Literacy challenges and early intervention for children using aided communication: Starting well in, editor(s)Fran Redstone , Effective SLP interventions for children with cerebral palsy, San Diego, CA,, Plural Publishing, 2014, pp305 - 336, [Smith, Martine] Book Chapter, 2014 TARA - Full Text

Smith, Martine, Wallace, Emma; Smith, Shauna, Sounds and Words: Building phoneme awareness and early literacy, Biennial Conference of the ISAAC, Lisbon Portugal, July 21-24, 2014 Conference Paper, 2014

Smith, Martine, Murray, Janice, The Tellability Factor: Narratives in Aided Communication, Biennial Conference of the ISAAC, Lisbon Portugal, July 21-24, 2014 Conference Paper, 2014

Smith, Martine, Adolescence and AAC: Intervention challenges and possible solutions, Communication Disorders Quarterly, 36, (2), 2014, p112 - 118 Journal Article, 2014 DOI

Tinney, G., Forde, J., Hone, L., Flanagan, L. & Smith, M., Safe and social: What does it mean anyway?, British Journal of Learning Disabilities, 43, (1), 2014, p55 - 61 Journal Article, 2014 DOI URL

Smith, Martine, Nunn, June & Morrison, Trish., A feasibility study of the use of oral screens in reducing saliva loss in young people with physical and intellectual impairments, Journal of Disability and Oral Health, 14, (4), 2013, p145 - 152 Journal Article, 2013 DOI

Walshe M, Smith M, Pennington L, Interventions for drooling in children with cerebral palsy., Cochrane database of systematic reviews (Online), 2, 2012, pCD008624 Journal Article, 2012 DOI

Smith, MM. McCleary, M., Participation, partnership and proficiency in AAC, Shaping the Future: Current trends in research and clinical management of cerebral palsy, Dublin, Ireland, March 1-2, 2012, 2012 Conference Paper, 2012

Quigley D., Smith MM, EXPLORING THE OBSERVATIONAL RATING SCALE (ORS) AS A LANGUAGE SCREENING TOOL FOR PRIMARY SCHOOL TEACHERS , Irish Association of Speech Language Therapists, Dublin, Ireland, November 24-25, 2011, 2011 Conference Paper, 2011

Smith, Martine; Murray, Janice, Parachute without a ripcord: The skydive of communication interaction, Augmentative and Alternative Communication, 27, (4), 2011, p292 - 303 Journal Article, 2011 DOI

Rahill, F., Smith, MM, Parents' perception of change following a 12-week intervention for children with severe speech sound disorders, Irish Association of Speech Language Therapists, Dublin, Ireland, November 24-25, 2011, 2011 Conference Paper, 2011

Smith,Martine M. M.M., Murray,Janice J., Parachute without a ripcord: The skydive of communication interaction, AAC: Augmentative and Alternative Communication, 27, (4), 2011, p292-303 Journal Article, 2011 DOI

Augmentative and Alternative Communication Devices: The voices of adult users in, editor(s)Javier Pereira , Handbook of research on personal autonomy technologies and disability informatics, New York, Medical Information Science Reference, 2011, pp46 - 59, [Smith, Martine, Murray, Janice] Book Chapter, 2011

Walshe, M, Smith, M & Pennington L, Approaches to managing drooling in children with cerebral palsy: Systematic review of the evidence , Irish Association of Speech and Language Therapists Biennial Conference , Dublin, November 24th & 25th, 2011 Conference Paper, 2011

Leahy,M., McTiernan, K,, Smith, MM,, Sloane, P,. Walsh, I,, Walshe, M,, Ni Cholmain, C. , Foundation studies in education for therapy practice: curriculum updating, Folia Phoniatrica et Logopedica: Special Education Issue., 62, (2), 2010, p255 - 259 Journal Article, 2010 DOI

Dahlgren-Sandberg, A., Smith, M.M., Larsson, M., An analysis of reading and spelling abilities of children using AAC: Understanding a continuum of competence, Augmentative and Alternative Communication, 26, (3), 2010, p191 - 202 Journal Article, 2010 DOI

Walshe M, Smith, M & Pennington, L., Interventions for drooling in children with cerebral palsy (Protocol)., Cochrane Database of Systematic Reviews, (7), 2010 Journal Article, 2010 DOI

A tale of transitions: The challenges of integrating speech synthesis in aided communication in, editor(s)Mullennix, J Stern, S. , Computer synthesized speech technologies: Tools for aiding impairment., New York, IGI Global, 2010, pp234 - 256, [Smith, Martine, Murray, Janice, von Tetzchner, Stephen, & Langan, P.] Book Chapter, 2010

Larsson, M, Sandberg, AD, Smith, M, Early reading and spelling abilities in children with severe speech and physical impairment: a cross-linguistic comparison., Research in developmental disabilities, 30, (1), 2009, p77 - 95 Journal Article, 2009 DOI

Smith, M, Sandberg, AD, Larsson, M, Reading and spelling in children with severe speech and physical impairments: a comparative study., International journal of language & communication disorders / Royal College of Speech & Language Therapists, 44, (6), 2009, p864 - 882 Journal Article, 2009 DOI

Larsson, Maria, Dahlgren-Sandberg, Annika, Smith, Martine, Reading and spelling in children with severe speech and physical impairments, Journal of Developmental and Physical Disabilities, 21, (5), 2009, p369 - 392 Journal Article, 2009

Smith, Martine, Looking back to look forward: Perspectives on AAC research, Augmentative and Alternative Communication, 24, (3), 2008, p187 - 189 Journal Article, 2008

Smith, Martine, Connolly, Isobel, Roles of aided communication: Perspectives of adults who use AAC, Disability and Rehabilitation: Assistive Technology, 3, (5), 2008, p260 - 273 Journal Article, 2008 DOI URL

Smith, MM, Connolly, I, Roles of aided communication: perspectives of adults who use AAC., Disability and rehabilitation. Assistive technology, 3, (5), 2008 Journal Article, 2008 DOI

Narratives and aided communication: Challenges and questions in, editor(s)Lage, Dorothea , Communicative competence over the lifespan: Theoretical and methodological issues in research in augmentative and alternative communication, Toronto, Canada, ISAAC, 2008, pp101 - 115, [Smith, Martine] Book Chapter, 2008

Smith, Martine, Phonology without speech?, IASLT Biennial Conference, March 7-9, 2007, 2007 Conference Paper, 2007

The 'triple jump' assessment in problem based learning: An evaluative method used in the appraisal of both knowledge acquisition and problem solving skills in, editor(s)G. O'Neill, S. Huntley-Moore, and P. Race , Case Studies of Good Practice in Assessment of Student earning in Higher Education, Dublin, AISHE, 2007, pp116 - 119, [K. McTiernan, M. Leahy, I.P. Walsh, P. Sloane, M. Smith] Book Chapter, 2007 URL TARA - Full Text

Smith, Martine, Speech, language and aided communication: Connections and questions in a developmental context, Disability and Rehabilitation, 28, (3), 2006, p151 - 157 Journal Article, 2006

Smith, Martine, The dual challenges of aided communication and adolescence, Augmentative and Alternative Communication, 21, (1), 2005, p67 - 79 Journal Article, 2005 URL

Smith, Martine, Literacy and Augmentative and Alternative Communication, First, New York, Elsevier, 2005, 1 - 267pp Book, 2005

Asymmetry in input and output for individuals who use AAC in, editor(s)Light, J Beukelman, D Reichle, J , Communicative competence for individuals who use AAC, Baltimore, MD, Paul H Brookes, 2003, pp163 - 198, [Smith, MM, Grove, N.] Book Chapter, 2003

Environmental influences on aided language development: the role of partner adaptation in, editor(s)S. von Tetzchner, N. Grove , Augmentative and Alternative Communication: Developmental issues, London, Whurr, 2003, pp155 - 175, [Smith, M.] Book Chapter, 2003

Smith, M., Adolescence and augmentative and alternative communication, Developmental Medicine & Child Neurology, European Academy of Childhood Disability, Oslo, October 2-4, 45, (Supplement 97), Cambridge University Press, 2003, pp15 - 16 Conference Paper, 2003

Smith, M., Simply a speech impairment? Literacy challenges for individuals with severe congenital speech impairments, International Journal of Disability, Development and Education, 48, (4), 2001, p331 - 353 Journal Article, 2001

Determining utterance boundaries: Problems and strategies in, editor(s)S von Tetzchner, J Clibbens , Understanding the theoretical and methodological bases of Augmentative and Alternative Communication, Toronto, CA: ISAAC, 2001, pp15 - 41, [Smith, M., Grove, N.] Book Chapter, 2001

The bimodal situation of children learning language using manual and graphic signs in, editor(s)F Loncke, J Clibbens, H Arvidson, L Lloyd , Augmentative and Alternative Communication: New Directions in Research and Practice, London, Whurr, 1999, pp8 - 30, [Smith, M., Grove, N.] Book Chapter, 1999

Literacy in AAC. in, editor(s)L. Lloyd, D. Fuller and H. Arvidson , Augmentative and Alternative Communication: A Handbook of Principles and Practices, London, Allyn and Bacon, 1997, pp414 - 443, [Smith, M., Blischak, D.] Book Chapter, 1997

Non-Peer-Reviewed Publications

Smith, Martine, Murray, Janice, Symbolisation towards literacy, CM Study Day, Stirling, Scotland, November 12, 2014, Communication Matters Invited Talk, 2014

Smith, Martine, Murray, Janice, Symbolisation towards Literacy, CM Study Day, London, UK, March 13, 2014, Communication Matters Invited Talk, 2014

Smith, Martine, Improving the odds: Evidence-informed instruction to support decoding, recoding and reading, AAC By the Bay, San Jose, USA, February 27-March 1, 2014, Bridge School, San Francisco Invited Talk, 2014

Smith, M., Tinney, G., Deasy, J., Changing the literacy landscape, Bulletin, (April ), 2010, p16 - 17 Journal Article, 2010

Smith, Martine, Vocabulary instruction and aided communication, AAC By the Bay, San Francisco, Sept 14-17, 2009, 2009 Conference Paper, 2009

Smith, Martine, Literacy and AAC: Effective assessment and intervention, La Coruna University, Spain, Oct 15-17, 2009 Invited Talk, 2009

Smith, Martine, A tale of transitions: Fragile skills and shaky scaffolds on the path to literacy, AAC By the Bay, San Francisco, September 14-17, 2009, The Bridge School Invited Talk, 2009

Asymmetry in input and output for individuals who use AAC in, editor(s)J. Light, D.R. Beukelman, J. Reichle , Communicative competence for individuals who use AAC: From research to effective practice, Baltimore, M.D, Paul H. Brookes, 2003, pp163 - 195, [Smith, M., Grove, N.] Book Chapter, 2003

Pictures to Print: Problems, Puzzles and Principles in, editor(s)Allan Wilson , In AAC 2000: Practical approaches to Augmentative and Alternative Communication, Edinburgh, CALL Centre, University of Edinburgh, 2000, pp10 - 15, [Smith, Martine M.] Book Chapter, 2000

Research Expertise

Description

Augmentative and alternative communication: the impact of severe speech and physical impairments on literacy development and working memory; language acquisition in aided communication; the impact of aided communication on interaction processes; perspectives of aided communicators. Developmental speech and language disorders Drooling and cerebral palsy Language based literacy difficulties

Projects

  • Title
    • Literacy acquisition and severe speech and physical impairments
  • Summary
    • The relationship between the ability to produce speech and ot perceive speech is unresolved. One view is that speech production is fundamental to the perception of speech (Liberman, Cooper, Shankweiler & Studdert-Kennedy, 1967). Such a position would predict that children unable to produce speech should be impaired in their speech perception and hence comprehension. Other studies have provided clear evidence that a severe congenital speech impairment does not preclude the development of comprehension. Phonological awareness is an umbrella term for a group of skills involving the ability to detect, identify and manipulate the sound structure of language. There is strong research evidence linking these skills with success in learning to read and write. Phonological processing skills are know to emerge over time, and to increase in sophistication. The aim of the research in this project is to explore the relationships between speech impairment and speech processing skills in children with congenital anarthria across the primary school years. A more clear understanding of the impact of a severe speech impairment on the development of speech processing skills over time will provide direction for intervention to support the development of literacy skills. This research is linked with ongoing collaboration with partners in Sweden and Spain.
  • Funding Agency
    • Central Remedial Clinic
  • Date From
    • October 2005
  • Date To
    • September 2008
  • Title
    • Becoming an aided communicator
  • Summary
    • This is an international cross-linguistic project across 19 sites, coordinated by the University of Oslo, focusing on the language and communication development of children with severe speech and physical impairments who rely on graphic symbols and/or electronic communication devices to communicate. The research seeks to explore the interrelationships between receptive and expressive communication skills across spoken and graphic modalities, in children aged 5-15 years. Children acquiring language using graphic symbols typically are exposed primarily to speech as the primary mode of communication, but rely primarily on graphic symbols for their own expressive communication. The impact of this modality asymmetry is poorly understood. Most of these children have little access to role models who are expert in their own communication systems and many may be more expert in the use of their graphic symbols than the adults who are expected to support their communication development. The international collaboration with this project creates the potential for exploring the solutions to this unusual communication situation that are created by a uniquely large cohort of participants.
  • Title
    • Evaluation of an intervention in children with oromotor disorders
  • Summary
    • This intervention investigated the impact of the use of oral screen appliances on the drooling and speech production of children with primary physical impairments and associated oromotor difficulties.
  • Funding Agency
    • Central Remedial Clinic
  • Date From
    • September 2008
  • Date To
    • December 2009
  • Title
    • What does it take to communicate using graphic symbols?
  • Summary
    • Children communicating using graphic symbols typically produce expressive output that is limited in terms of syntactic complexity and frequently different in terms of structural features relative to an expected spoken utterance. It is not clear whether these features reflect (1) underlying language difficulties that are manifested in both graphic and spoken modalities, with only the graphic modality available for inspection; (2) strategic accommodation to the time demands of aided communication; or (3) modality specific adaptations. One of the more productive avenues for exploring the value of each of these candidate explanations is the involvement of typically developing children, who have the potential to generate output both in graphic symbols and in speech. This research project explores the impact of varying sentence constructions on (1) the interpretation and (2) the generation of descriptions of events across spoken and graphic symbol contexts in typically developing children aged 5-7 years.
  • Funding Agency
    • Social Sciences and Humanities Research Council of Canada
  • Date From
    • 2010
  • Date To
    • 2013
  • Title
    • Remembering symbols: Validating a symbol span task.
  • Summary
    • Assessing the working memory skills of children with severe speech and physical impairments is challenging, because of the contraints in terms of motor response accessible. The most commonly used tool is an adapted version of the digit span task, with number displays presented visually so that participants can select digits from the display. The goal of this project is to develop and validate accessible symbol- and text-based working memory tasks, initially with typically developing children and subsequently with children with severe speech and physical impairments. The research involves collaboration with the University of La Coruna and Manchester Metropolitan University.
  • Title
    • Evaluation of the Health Services Executive Northern ARea Speech and Language Therapy Waiting List Initiative
  • Summary
    • In January 2003, the Speech and Language Therapy Service in the HSE Northern Area introduced a new waiting list initiative in an attempt to deal with the crisis of long waiting lists for assessment and therapy. This project was commissioned to evaluate the impact of this initiative and to examine its effectiveness.
  • Funding Agency
    • HSE Northern Area
  • Date From
    • September 2004
  • Date To
    • March 2005

Keywords

ALTERNATIVE AND AUGMENTATIVE COMMUNICATION; Alternative Communication Systems; Childhood Communication Disorders; Developmental disorders of speech and language; Disability; LANGUAGE ACQUISITION; LANGUAGE DISORDER; LITERACY

Recognition

Representations

Editor, Augmentative and Alternative Communication 2015-2017

Associate Editor, Augmentative and Alternative Communication Journal 2007-2015

Associate Editor, Child Language Teaching and Therapy journal 2009-2015

Member of the Speech Language Therapists Registration Board, CORU 2013-2017

Member of Expert Advisory Group for youngballymun project 2010-2015

National Designated Expert with the Research SubCommittee of the National Federation of Voluntary Bodies 2010

Member of the Health and Social Care Professionals Research Group 2013-2015

Member of advisory group for Dublin City Children's Services Literacy subgroup 2010-2012

Member of the Scientific Programme Committee, IALP Congress, Greece 2010

Member of the Scientific Programme Committee, ISAAC Conference, Barcelona 2010

Awards and Honours

Fellow Trinity College Dublin 2010

AAC Editor's Award for best paper 1992

Memberships

Irish Association of Speech & Language Therapists (IASLT)

International Affiliate American Speech-Language Hearing Association

International Society for Augmentative and Alternative Communication-Ireland

Board Member, International Association of Logopedics and Phoniatrics (IALP) 2014 – 2017

President of the International Society for Augmentative and Alternative Communication, (ISAAC) 2005 – 2007

Royal College of Speech & Language Therapists (RCSLT) 2003 – 2008

Association for the Advancement of Assistive Technology in Europe (AAATE) 2004 – 2007