The Early Development of Emotional Competence Profile: A Means to Share Information About Emotional Status and Expression by Children With Complex Communication Needs

2021 ◽  
pp. 1-15
Author(s):  
Gabriela A. Rangel-Rodríguez ◽  
Mar Badia Martín ◽  
Sílvia Blanch ◽  
Krista M. Wilkinson
Keyword(s):  
Early Development ◽  
Emotional Competence ◽  
Review Literature ◽  
Complex Communication Needs ◽  
Case Examples ◽  
Communication Partners ◽  
Competence Profile ◽  
Process Feedback ◽  
Communication Needs ◽  
Types Of Information

Purpose This clinical focus article introduces a summary profile template, called the Early Development of Emotional Competence Profile (EDEC-P). This profile distills information from a longer interview tool that solicits a detailed case history (the EDEC), but in a format that is readily accessible for communication partners of children with complex communication needs, including parents, educators, and other professionals. Method In this clinical focus article, we will (a) introduce the EDEC-P structure, (b) illustrate via case examples the types of information that can be shared, and (c) offer preliminary feedback from parents and other professionals on its usefulness. We will review literature that supports the importance of scaffolding communication about emotions by specialists who work with children with complex communication needs and by parents and other communication partners. Results An EDEC-P was generated for two participants as an illustration of the process. Feedback was solicited from these children's parents and other communication partners. The feedback demonstrated that the EDEC-P was viewed as a positive tool and identified some of the ways that it might be used. Conclusions The EDEC-P may be useful for professionals who are interested in approaching communication about emotions in children with complex communication needs. Guidelines are proposed to present and discuss the results from the interview to support the decision-making process in the clinical practice and next steps in research. Supplemental Material https://doi.org/10.23641/asha.14219777

Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence

2018 ◽  
Vol 27 (1) ◽  
pp. 24-36
Author(s):  
Ji Young Na ◽  
Krista Wilkinson ◽  
Jiali Liang
Keyword(s):  
Initial Data ◽  
Early Development ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Assessment Tool ◽  
Emotional Competence ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Korean Mothers ◽  
Communication Needs

Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076

Addressing the Needs of Children With Complex Communication Needs and Their Partners in Areas of Poverty: To Haiti and Back

2017 ◽  
Vol 2 (12) ◽  
pp. 23-36
Author(s):  
Jessica Gormley
Keyword(s):  
Best Practice ◽  
The United States ◽  
World Health ◽  
Middle Income ◽  
Complex Communication Needs ◽  
Case Examples ◽  
The World Bank ◽  
Communication Needs ◽  
Health Organization ◽  
Communication Disability

An estimated 1 billion people (15% of the world's population) experience a disability, such as a communication disability. Individuals with disabilities have an increased likelihood of living in poverty and often experience decreased access to medical, educational, and rehabilitation services (Danquah et al., 2014; World Health Organization & The World Bank, 2011) with approximately two-thirds of the world's poor living in low-and middle-income nations such as Haiti (Rank & Yadama, 2007). The aim of this article is to describe augmentative and alternative (AAC) service delivery considerations for speech-language pathologists (SLPs) who work with individuals who live in poverty. Case examples of AAC services within areas of poverty in Haiti and the United States are provided to illustrate practice recommendations. To achieve best-practice standards, SLPs who provide AAC services must consider how poverty might influence a family's socio-historic context, access to resources and services, and community participation goals. Furthermore, it is critical that SLPs recognize individuals' and families' strengths, evaluate the sustainability of AAC services, and work within a team to empower individuals with complex communication needs to participate in desired roles within the community.

Using a Clinical Approach To Answer “What Communication Apps Should We Use?”

2011 ◽  
Vol 20 (3) ◽  
pp. 87-96 ◽  
Author(s):  
Jessica Gosnell ◽  
John Costello ◽  
Howard Shane
Keyword(s):  
Clinical Application ◽  
Clinical Approach ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Comprehensive Review ◽  
Case Examples ◽  
Communication Needs ◽  
Case Basis

It would be impossible (and not the intent of this paper) to conduct a comprehensive review of every communication application (app) that exists as of this writing. Rather, a clinical framework for comparing and selecting apps will be offered to assist speech-language pathologists in answering the popular question “What communication apps should we use?” While this platform and certain apps may indeed represent a reasonable match to the strengths and needs of some individuals, it is important that the needs of an individual be considered on a case-by-case basis using a thorough and clinically based approach. To this end, the clinical application of a chart detailing features believed to represent critical and fundamental considerations for a broad profile of people evidencing complex communication needs will be discussed and highlighted through case examples.

Exploring the Importance of Emotional Competence in Children With Complex Communication Needs

2009 ◽  
Vol 18 (3) ◽  
pp. 78-87 ◽  
Author(s):  
Sarah W. Blackstone ◽  
David P. Wilkins
Keyword(s):  
Emotional Competence ◽  
Language Impairments ◽  
Typically Developing ◽  
Complex Communication Needs ◽  
Communication Needs

Abstract Research has shown that children with significant language impairments lag behind their typically developing peers in communicative and emotional competence. This article explores the importance of emotional competence in children with complex communication needs (CCN) and provides tools and strategies for individuals working with children with CCN.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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