Participação da família na confecção de tecnologia assistiva para pessoas com deficiência (p. 163-178)

1969 ◽  
Author(s):  
Munique Massaro ◽  
Débora Deliberato
Keyword(s):  
Assistive Technology ◽  
Family Involvement ◽  
Augmentative And Alternative Communication ◽  
Family Relations ◽  
Alternative Communication ◽  
Rehabilitation Professionals ◽  
The Family ◽  
El Sistema ◽  
Technology Professional ◽  
Technology Resources

ResumoConsultoria colaborativa entre os profissionais da reabilitação e as famílias das pessoas com deficiência é essencial para o uso dos recursos de tecnologia assistiva em diversos contextos. Assim, este artigo tem como objetivo analisar as etapas de preparação e de desenvolvimento dos recursos de tecnologia assistiva durante as oficinas de orientação sobre o sistema de comunicação alternativa para as famílias das pessoas com deficiência. Participaram deste estudo cinco famílias de adultos com deficiência que usam a comunicação suplementar e alternativa. Durante a coleta de dados, foram utilizados diário de bordo e a tecnologia de vídeo. Os resultados indicaram que a sistematização dos passos para a elaboração e para a adaptação do recurso foi fundamental para a construção de adaptação de materiais. O envolvimento da família na seleção, na adaptação e na utilização de recursos de comunicação suplementar e alternativa favoreceu a compreensão da família sobre a importância da comunicação alternativa.Palavras-chave: Tecnologia assistiva. Relações profissional-família. Linguagem.Family participation in crafting assistive technology resources for people with disabilitiesAbstractCollaborative consultation between rehabilitation professionals with families of disabled people is essential for the use of assistive technology resources in different contexts. Therefore, this article aims to analyze the preparation and development steps of the assistive technology resources during alternative communication system workshops for disabled people’s families. In this study, we selected five families of disabled adults that use augmentative and alternative communication. During the data collection a logbook and video technology were used. The results showed that the systematization of steps to elaborate and adapt the resource was key to construct the adapting of materials. The family involvement in the selection, adaptation and use of augmentative and alternative communication resources favored the understanding of the family on the importance of alternative communication.Keywords: Assistive technology. Professional-family relations. Language.Participación de la familia en la fabricación de tecnología de asistencia para personas con discapacidadResumenConsultoría de colaboración entre los profesionales de la rehabilitación con las familias de las personas con discapacidad es esencial para el uso de los recursos de tecnología de asistencia en diferentes contextos. Por lo tanto, este artículo tiene como objetivo analizar las etapas de preparación y desarrollo de los recursos de tecnología de asistencia durante los talleres de orientación sobre el sistema de comunicación alternativa para las familias de personas con discapacidad. En este estudio participaron cinco familias de adultos con discapacidad que utilizan la comunicación aumentativa y alternativa. Durante la recolección de datos se utilizaron bitácora y tecnología de vídeo. Los resultados indicaron que la sistematización de medidas para el desarrollo y la adaptación de la función era esencial para la construcción de materiales de adaptación. La participación familiar en la selección, adaptación y uso de características y alternativas de comunicación adicionales a favor de la comprensión de la familia acerca de la importancia de la comunicación alternativa.Palabras clave: Tecnología de asistencia. Relaciones profesionales en la familia. Lenguaje.

Conducting AAC Assessments With Competence

2014 ◽  
Vol 23 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Angela Mercurio-Standridge
Keyword(s):  
Assistive Technology ◽  
Augmentative And Alternative Communication ◽  
Technology Evaluation ◽  
Alternative Communication ◽  
Areas Of Concern

The process for augmentative and alternative communication (AAC) assessment is complex and requires participation and input from a variety of stakeholders. This paper addresses this challenge by exploring a framework for assessment through the Dynamic Assistive Technology Evaluation (Texas Assisitve Technology Network, 2013) which guides clinicians in identifying areas of concern, gathering and analyzing relevant assessment information related to those concerns, generating solutions, conducting trials and collecting data on effectiveness of AAC systems, and formulating and documenting results.

A Cultural Bases to Develop Strong Advocates for Client and Family Involvement In the Speech-Generated Device Evaluation and Funding Process

2015 ◽  
Vol 24 (4) ◽  
pp. 142-146 ◽  
Author(s):  
Ovetta Harris
Keyword(s):  
Service Delivery ◽  
Family Involvement ◽  
Augmentative And Alternative Communication ◽  
Culturally Diverse ◽  
Cultural Knowledge ◽  
Alternative Communication ◽  
Speech Language Pathologists

This article describes information that speech-language pathologists (SLPs) should be aware of in order to serve as strong advocates in assisting families with users of augmentative and alternative Communication to obtain evaluations and funding for SGDs. Cultural knowledge and awareness is important in providing competent service delivery. Awareness of concerns of many culturally diverse individuals seeking an SGD is discussed, as well as conditions that necessitate the SLP serving as a strong advocate for families with funding needs.

Using Ongoing Outcomes Based Assessment and Monitoring to Drive Intervention in AAC

2016 ◽  
Vol 1 (12) ◽  
pp. 153-163
Author(s):  
Tracy M. Kovach ◽  
Amy Frisbie ◽  
Susan M. Moore
Keyword(s):  
Family Involvement ◽  
Augmentative And Alternative Communication ◽  
Progress Monitoring ◽  
Communicative Competence ◽  
Alternative Communication ◽  
Monitoring Tools ◽  
Communication Partners ◽  
Assessment And Monitoring ◽  
Key Indicators ◽  
Ongoing Assessment

Communicative competence using augmentative and alternative communication (AAC) was defined more than 25 years ago (Light, 1989; Light & McNaughton, 2014). Outcomes-based assessment guiding intervention was identified as an important component in AAC (Schlosser & Raghavendra, 2004). However, assessment guiding intervention and documenting outcomes has not been widely implemented in AAC services over the recent time period. As speech-language pathologists (SLPs), we must more objectively assess and document performance for students using AAC. Use of objective measurements can direct intervention and document successful development of communicative competence. One component of ongoing assessment involves development of progress monitoring tools aligned with key indicators of growth in AAC competence. Another involves communication partners' support and interaction with those using AAC (Mitchell & Alvares, 2015). There is consensus in the literature that family involvement in assessment and intervention is associated with positive outcomes. (Angelo, 2000; Kovach, Moore, & Frisbie, 2015; Lund & Light, 2007; Thistle & Fosco, 2013). This paper discusses outcomes-based assessment and monitoring that directs intervention, and the importance of communication partners in the process. It provides examples of outcomes-based assessment and monitoring tools, their application in intervention planning directed toward desired outcomes and communicative competence development.

Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

2022 ◽  
pp. 98-113
Author(s):  
Laura Roche ◽  
Jeff Sigafoos
Keyword(s):  
Assistive Technology ◽  
Instructional Strategies ◽  
Case Studies ◽  
Adaptive Behavior ◽  
Augmentative And Alternative Communication ◽  
Multiple Disabilities ◽  
Alternative Communication ◽  
Systematic Instruction ◽  
Instructional Programs ◽  
Communication Devices

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey

2018 ◽  
Vol 34 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Eliada Pampoulou ◽  
Eleni Theodorou ◽  
Kakia Petinou
Keyword(s):  
Assistive Technology ◽  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Speech Therapy ◽  
Tertiary Education ◽  
Assessment Tools ◽  
Assessment Process ◽  
Picture Exchange Communication System ◽  
Background Information ◽  
Alternative Communication

Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists ( n = 330), contacted by the Cyprus Speech Therapy Association. The questionnaire comprised 12 questions, which were categorized into three sections: background information (educational level and clinical experience), training undergone (during or after completion of tertiary education) and participants’ AAC practices (caseload, assessment and intervention). The findings from the analysis of the returned data ( n = 59) reveal that training provision on augmentative and alternative communication has positively influenced practice. Most of the participants received training in the specific field during their bachelor’s degree, rather than during later education. Life-long training on different language systems (including different assistive technology tools, such as symbols and talking products as well as methods such as the Picture Exchange Communication System) also played a pivotal role in their work. Regarding the assessment process, the findings show that whilst there are a number of standardized language assessment tools, the participants relied heavily on non-standardized tools and/or their clinical judgment. Regarding intervention, they reported using different language systems and a variety of Assistive Technology equipment. Several recommendations are made aimed at raising the profile of AAC services in Cyprus, especially with regards to training and assessment, as the findings show that these areas have not been addressed systemically thus far.

Free Assistive Technology Software for Persons with Motor Disabilities

2014 ◽  
pp. 110-152 ◽  
Author(s):  
Alexandros Pino
Keyword(s):  
Assistive Technology ◽  
Open Source ◽  
Open Source Software ◽  
Augmentative And Alternative Communication ◽  
Text Entry ◽  
Alternative Communication ◽  
Motor Disabilities ◽  
Switch Control ◽  
Voice Control ◽  
Control Switch

Free assistive technology software can be an answer to various problems of the market, most importantly the products’ high cost. The focus of this chapter is on open source software and freeware available at online repositories like Raising the Floor, EmpTech, Adaptech, ATHENA, OATSoft, and Project:Possibility. The most important features and suggested information fields for each included application are presented, followed by a comparison of the repositories in the context of these features. Finally, brief descriptions and prominent examples of free AT applications are given in the following categories: augmentative and alternative communication, click helpers, content simplification, eye control, games, head control, joystick control, media players, mouse enhancers, on-screen keyboards, scanning, shortcuts and macros, stylus control, switch control, talking browsers, text entry, text readers, voice control, and word prediction.

scholarly journals Consumer Satisfaction with Telerehabilitation Service Provision of Alternative Computer Access and Augmentative and Alternative Communication

2015 ◽  
Vol 7 (2) ◽  
pp. 3-14 ◽  
Author(s):  
Edmund F. LoPresti ◽  
Andrew Jinks ◽  
Richard C. Simpson
Keyword(s):  
Assistive Technology ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Consumer Satisfaction ◽  
Likert Scale ◽  
Computer Access ◽  
Technology Evaluation ◽  
Alternative Communication ◽  
Satisfaction Questionnaire ◽  
And Training

Telerehabilitation (TR) services for assistive technology evaluation and training have the potential to reduce travel demands for consumers and assistive technology professionals while allowing evaluation in more familiar, salient environments for the consumer. Sixty-five consumers received TR services for augmentative and alternative communication or alternative computer access, and consumer satisfaction was compared with twenty-eight consumers who received exclusively in-person services. TR recipients rated their TR services at a median of 6 on a 6-point Likert scale TR satisfaction questionnaire, although individual responses did indicate room for improvement in the technology. Overall satisfaction with AT services was rated highly by both in-person (100% satisfaction) and TR (99% satisfaction) service recipients.

Family Issues and Assistive Technology Needs: A Sampling of State Practices

1997 ◽  
Vol 13 (3) ◽  
pp. 27-43 ◽  
Author(s):  
Howard P. Parette ◽  
Jack J. Hourcade
Keyword(s):  
Assistive Technology ◽  
Augmentative And Alternative Communication ◽  
Service System ◽  
Federal Legislation ◽  
Alternative Communication ◽  
Family Issues ◽  
Preschoolers With Disabilities ◽  
The Many

In part as a result of federal legislation in the 1980s and 1990s, preschoolers with disabilities and their families increasingly have access to augmentative and alternative communication (AAC) devices. However, to date much is still to be learned about the degree to which various factors impact the many decisions inherent in prescribing AAC devices for these children. This survey of the 58 Part H coordinators throughout the nation queried respondents on services provided; factors considered during evaluation; the role of families in this process; and the consideration of the characteristics of the child, the technology, and the service system. The results are discussed in light of the necessity for sensitivity on the part of professionals to family issues.

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