scholarly journals Developing a Culture of Successful Communication in Acute Care Settings: Part II. Solving Institutional Issues

2019 ◽  
Vol 4 (5) ◽  
pp. 1037-1043
Author(s):  
Sarah Marshall ◽  
Richard R. Hurtig
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Shared Resources ◽  
Institutional Barriers ◽  
Successful Communication ◽  
Institutional Issues ◽  
Patient Provider Communication ◽  
Communication Needs ◽  
Institutional Challenges

Purpose Establishing services for hospitalized patients with complex communication needs (CCNs) requires identifying and addressing both patient-based and institutional barriers. Although the previous paper ( Marshall & Hurtig, 2019 ) focused on patient-based barriers, this paper addresses overcoming institutional barriers. Method We present a series of cases to illustrate the institutional challenges in meeting the CCNs of patients in an acute care setting. Results Each case illustrates how the deployment of augmentative and alternative communication tools required addressing institutional/systems barriers and how critical collaborations help patients with CCNs to more effectively communicate with caregivers and participate in their care. Conclusion Building a culture of improved patient–provider communication involves establishing a wider range of interprofessional collaborations and shared resources in order to effectively provide patients with CCNs the tools to summon assistance and communicate with their caregivers.

Improving Patient Safety and Patient–Provider Communication

2019 ◽  
Vol 4 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Richard R. Hurtig ◽  
Rebecca M. Alper ◽  
Karen N. T. Bryant ◽  
Krista R. Davidson ◽  
Chelsea Bilskemper
Keyword(s):  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Health Care Team ◽  
Provider Communication ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Acute Care Settings ◽  
Nurses Perceptions ◽  
Communication Needs ◽  
The Impact

Purpose Many hospitalized patients experience barriers to effective patient–provider communication that can negatively impact their care. These barriers include difficulty physically accessing the nurse call system, communicating about pain and other needs, or both. For many patients, these barriers are a result of their admitting condition and not of an underlying chronic disability. Speech-language pathologists have begun to address patients' short-term communication needs with an array of augmentative and alternative communication (AAC) strategies. Method This study used a between-groups experimental design to evaluate the impact of providing patients with AAC systems so that they could summon help and communicate with their nurses. The study examined patients' and nurses' perceptions of the patients' ability to summon help and effectively communicate with caregivers. Results Patients who could summon their nurses and effectively communicate—with or without AAC—had significantly more favorable perceptions than those who could not. Conclusions This study suggests that AAC can be successfully used in acute care settings to help patients overcome access and communication barriers. Working with other members of the health care team is essential to building a “culture of communication” in acute care settings. Supplemental Material https://doi.org/10.23641/asha.9990962

scholarly journals Developing a Culture of Successful Communication in Acute Care Settings: Part I. Solving Patient-Specific Issues

2019 ◽  
Vol 4 (5) ◽  
pp. 1028-1036 ◽  
Author(s):  
Sarah Marshall ◽  
Richard R. Hurtig
Keyword(s):  
Augmentative And Alternative Communication ◽  
Dynamic Assessment ◽  
Companion Paper ◽  
Patient Specific ◽  
Alternative Communication ◽  
Institutional Barriers ◽  
Complex Communication Needs ◽  
Assessment Approach ◽  
Patient Provider Communication ◽  
Communication Needs

Purpose Establishing services for hospitalized patients with complex communication needs requires identifying and addressing both patient-based and institutional barriers. In this 1st article, we focus on overcoming patient-based barriers. The companion paper ( Marshall & Hurtig, 2019 ) addresses overcoming institutional barriers. Method We present a series of cases that illustrate both the challenges and some of the solutions that have emerged in addressing the specific needs of individual patients with complex communication needs. Results Each case illustrates how a dynamic assessment approach was used to allow patients with complex communication needs to more effectively communicate with caregivers and participate in their care. Conclusion Building a culture of improved patient–provider communication involves more than just providing patients with augmentative and alternative communication tools.

Case Studies of Intermediate Steps/Between AAC Evaluations and Implementation

2008 ◽  
Vol 17 (4) ◽  
pp. 150-155 ◽  
Author(s):  
Sheela Stuart ◽  
Christopher Ritthaler
Keyword(s):  
Case Studies ◽  
Augmentative And Alternative Communication ◽  
Motor Planning ◽  
Second Opinion ◽  
Alternative Communication ◽  
Successful Communication ◽  
School Based ◽  
Speech Generating Device ◽  
Communication Needs ◽  
And Behavior

Abstract This article presents two case studies of children with complex communication needs, including a diagnosis of autism. Although different in age and overall diagnoses, both children primarily used behaviors, gestures, and limited overall vocalizations for communication. In each case, some pictures and signing had been intermittently incorporated into their school programs with very little success. The school-based augmentative and alternative communication (AAC) teams had used the candidacy model and decided that, until the children made gains in cognition and behavior, they could not use any type of speech generating device. In each instance, the child's parent disagreed and requested a second AAC evaluation. The second opinion evaluating center incorporated Language Acquisition Though Motor Planning (LAMP) to utilize a speech generating device for participation in some motivating activities. Results were sufficiently positive to support trial use of this approach and private outpatient sessions were provided. The article includes a brief overview of the resulting journey: the give-and-take process between second opinion center, parents, and school to arrive at a form of successful communication for each child.

AAC and Families: Dispelling Myths and Empowering Parents

2016 ◽  
Vol 1 (12) ◽  
pp. 10-20 ◽  
Author(s):  
Ashlyn L. Smith ◽  
Andrea Barton-Hulsey ◽  
Nonye Nwosu
Keyword(s):  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Careful Examination ◽  
Helping Professionals ◽  
Language Outcomes ◽  
Alternative Communication ◽  
Daily Lives ◽  
Number Of Children ◽  
Successful Communication ◽  
Communication Needs

In recent years the availability of, and access to, augmentative and alternative communication (AAC) systems has led to its use with an increasing number of children who require AAC and a variety of mobile technologies for communication. Research has long suggested that family participation in AAC interventions is vital for successful communication and language outcomes. Despite this, many children who could benefit from AAC are not receiving these services due to hesitancy on the part of professionals and/or parents to implement AAC strategies. This paper will identify five myths that professionals have about involving families in AAC interventions. We will dispel these myths through a careful examination of research and practice, with the goal of helping professionals empower parents to incorporate AAC into the daily lives of their young children with complex communication needs.

scholarly journals Forum on Augmentative and Alternative Communication in Acute Care

2019 ◽  
Vol 4 (5) ◽  
pp. 989-990
Author(s):  
Richard R. Hurtig
Keyword(s):  
Clinical Trial ◽  
Acute Care ◽  
Augmentative And Alternative Communication ◽  
Large Scale ◽  
Care Setting ◽  
Provider Communication ◽  
Acute Care Setting ◽  
Alternative Communication ◽  
Patient Provider Communication ◽  
Large Scale Clinical Trial

This forum provides some insights into the process of initiating a clinical service to enhance patient–provider communication. It also provides a report of a large-scale clinical trial that introduced augmentative and alternative communication (AAC) tools in an acute-care setting.

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.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

New AAC Access Strategy for Gesture Tracking: A Technical Note

2012 ◽  
Vol 21 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Susan Fager ◽  
Tom Jakobs ◽  
David Beukelman ◽  
Tricia Ternus ◽  
Haylee Schley
Keyword(s):  
Augmentative And Alternative Communication ◽  
Technical Note ◽  
Head Tracking ◽  
Alternative Communication ◽  
Access Methods ◽  
Cord Injury ◽  
Physical Limitations ◽  
Gesture Tracking ◽  
Communication Needs ◽  
Tracking Device

Abstract This article summarizes the design and evaluation of a new augmentative and alternative communication (AAC) interface strategy for people with complex communication needs and severe physical limitations. This strategy combines typing, gesture recognition, and word prediction to input text into AAC software using touchscreen or head movement tracking access methods. Eight individuals with movement limitations due to spinal cord injury, amyotrophic lateral sclerosis, polio, and Guillain Barre syndrome participated in the evaluation of the prototype technology using a head-tracking device. Fourteen typical individuals participated in the evaluation of the prototype using a touchscreen.

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