RE: Mizuko, M. (1993). Personal computers as augmentative and alternative communication aids. American Journal of Speech-Language Pathology 2 (3), 8–10

1994 ◽  
Vol 3 (1) ◽  
pp. 89-89
Author(s):  
Dave Hershsberger
Keyword(s):  
Augmentative And Alternative Communication ◽  
Personal Computers ◽  
Communication Aids ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology

Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

2017 ◽  
Vol 38 (04) ◽  
pp. 313-320 ◽  
Author(s):  
Kelsey Mandak ◽  
Krista Wilkinson ◽  
Tara O'Neill
Keyword(s):  
Augmentative And Alternative Communication ◽  
Leisure Activities ◽  
Primary Role ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Family Leisure ◽  
Communication Partners ◽  
Language Pathology ◽  
Communication Needs ◽  
Families With Children

AbstractFamilies are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.

scholarly journals Preservice Education in Augmentative and Alternative Communication: An Update

2020 ◽  
Vol 5 (5) ◽  
pp. 1243-1261
Author(s):  
Katherine M. DeJarnette ◽  
Jane R. Wegner
Keyword(s):  
Augmentative And Alternative Communication ◽  
Department Chairs ◽  
Graduate Programs ◽  
Faculty Members ◽  
Preservice Education ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Survey Responses

Purpose This survey sought to gather information from graduate programs in speech-language pathology concerning their preservice education in augmentative and alternative communication (AAC). The results were compared to similar previous surveys to identify improvements, continued challenges, and common barriers in providing preservice education in AAC. Method Two hundred fifty-one program directors, department chairs, clinical directors, and faculty members of Council on Academic Accreditation graduate programs in speech-language pathology were surveyed to explore the characteristics of preservice education in AAC. Results A total of 85 survey responses were received for a 33.8% return rate. Data revealed that there has been a general trend toward an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical experiences in AAC. However, results indicate that graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, these barriers included limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints. Results from this study may be helpful in addressing said barriers in future practice. Conclusions Graduate programs in speech-language pathology have improved their preservice education in AAC over the past 10 years. Survey responses indicate a continued need for improvement in clinical experiences, funding, and an increase in the number of faculty members with expertise in AAC.

Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews

2021 ◽  
pp. 152574012110171
Author(s):  
Miechelle McKelvey ◽  
Kristy S. E. Weissling ◽  
Shelley K. Lund ◽  
Wendy Quach ◽  
Aimee Dietz
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Assessment Process ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Communication Assessment ◽  
Language Pathology ◽  
Method Of Assessment ◽  
Lateral Sclerosis

This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were (a) What areas are assessed by AAC specialists evaluating individuals with ALS and (b) How do specialists evaluate the areas identified. In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.

scholarly journals Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Allison Sauerwein ◽  
Jane Wegner
Keyword(s):  
Clinical Reasoning ◽  
Augmentative And Alternative Communication ◽  
The United States ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Intervention Planning ◽  
Reasoning Skills ◽  
Expert Novice ◽  
Clinical Reasoning Skills

Clinical reasoning skills underlie the decisions speech-language pathologists (SLPs) make during practice. Although clinical reasoning is included in speech-language pathology accreditation standards in the United States, there is limited research on preservice SLPs’ development or use of clinical reasoning skills. Because clinical reasoning skills specific to augmentative and alternative communication (AAC) service provision have not been identified or reported in depth, this qualitative study focused on two cases of children with developmental disabilities who used AAC systems. Eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans, which made their clinical reasoning skills observable. Responses were transcribed for qualitative analysis. Six clinical reasoning skills were identified: summarizing, interpreting, hypothesizing, rationalizing, comparing and deferring. Expert and novices used four of these clinical reasoning skills similarly; however, there were differences among the remaining two skills. Novices deferred more frequently during the tasks and were limited in their ability to make comparisons to the fictional cases as compared to the experts. The expert-novice gap in clinical reasoning presents implications for teaching preservice SLPs in the classroom and the clinic.

Teaching AAC in the Online Environment: Methods and Challenges

2011 ◽  
Vol 20 (4) ◽  
pp. 104-108
Author(s):  
Carole Zangari
Keyword(s):  
Online Education ◽  
Augmentative And Alternative Communication ◽  
Potential Contribution ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Online Instructors ◽  
Clinical Educators ◽  
The Face ◽  
Language Pathology ◽  
The Common

Abstract The evolution of online education has some parallels with the development of the field of augmentative and alternative communication (AAC). It has taken some time for professionals in the broader fields of education, higher education, and speech-language pathology to seriously consider its potential contribution. Like AAC, online education was initially viewed with skepticism, but is now almost commonplace. In the face of data that affirm the effectiveness of online instruction, clinical educators are increasingly turning their attention to identifying and employing best practices to improve the learning outcomes of their students. The purpose of this article is to explore some of the common features of online education that hold promise for the AAC field. We also will discuss challenges faced by online instructors and strategies for addressing them.

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors

2021 ◽  
pp. 1-18
Author(s):  
Allison M. Sauerwein ◽  
Mackenzie M. Burris
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Learning Objectives ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Design Elements ◽  
Language Pathology

Purpose Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. Method An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Results Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. Conclusions This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

Holistic Approach to Physical Motor Access Assessment in Pediatric AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 84-90 ◽  
Author(s):  
David Kay
Keyword(s):  
Occupational Therapy ◽  
Assistive Technology ◽  
Physical Disability ◽  
Augmentative And Alternative Communication ◽  
Physical Disabilities ◽  
Holistic Approach ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Physical Access

Clinicians in the fields of occupational therapy and speech-language pathology have been involved with assessing children with physical disabilities for augmentative and alternative communication (AAC) for decades. Still, assessment for these particular children, with their varying levels of complexity, continues to offer significant challenges to clinical evaluation teams. Even when the speech-language pathology intervention seems clear, complications arise and assessments can become stalled as to the child's physical access to the technology. This paper seeks to identify the need for clinicians skilled in the areas of AAC and assistive technology, and review the inherent challenges faced in the assessment of a child with a physical disability for AAC. An introduction to a holistic approach to the physical access assessment portion of the overall AAC assessment is then provided, along with examples where the application of a holistic approach may affect the physical access decisions made by the team.

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