Supporting Aided Augmentative and Alternative Communication Interventions for Individuals With Complex Communication Needs via Telepractice: A Tutorial

Author(s):  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Joe Reichle ◽  
Jolene Hyppa-Martin ◽  
Lauren Pierson ◽  
...  

Purpose People who experience complex communication needs often benefit from interventions involving augmentative and alternative communication (AAC). However, barriers often prevent people from accessing high-quality AAC interventions. The COVID-19 pandemic likely further disrupted the onset or continuity of intervention. Furthermore, people with complex communication needs are typically at greater risk of experiencing health care disparities in general, particularly when people are culturally and linguistically diverse or reside in rural areas. Telepractice has supported the delivery of AAC interventions as an alternative model to replace or supplement in-person services during the pandemic. Considerations for how telepractice can continue to support intervention delivery to address barriers to access are discussed in this tutorial. Method We provide an overview of telepractice applications, guidance, and resources to support practitioners in developing and providing evidence-based AAC interventions via telepractice. We provide functional examples, sample questions, and practice resources (e.g., American Speech-Language-Hearing Association, National Telehealth Consortium). We describe intervention activities, discuss relevant literature, and address practice implications from our own research. Results We propose arrangements for initial planning for telepractice by the practitioner providing the intervention or consultation (for ease and clarity, this role is referred to as the “tele-provider”). We also discuss how to support recipients of these services, which likely include the person who communicates using AAC as well as a family member/caregiver or direct support person who is in the same physical location and who facilitates intervention implementation (for ease and clarity, this individual is referred to as the eHelper). Conclusions Telepractice has been necessary for many practitioners to provide AAC intervention continuity when in-person services have been unavailable during the pandemic. As this need resolves, telepractice is an important consideration for future innovation in AAC intervention delivery for greater access to supports and services. Supplemental Material https://doi.org/10.23641/asha.16620223

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris

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.


2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga

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.


2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.


2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.


2021 ◽  
Author(s):  
Marianna Gregoriou ◽  
◽  
Eliada Pampoulou ◽  
George Milis ◽  

Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.


2020 ◽  
Vol 26 (2) ◽  
pp. 153-178
Author(s):  
Patricia West ◽  
Marcia Van Riper ◽  
Gwen Wyatt ◽  
Rebecca Lehto ◽  
Sarah N. Douglas ◽  
...  

Families with children who have developmental disabilities and complex communication needs (CCNs) face challenging demands affecting family adaptation. Many children with CCNs use augmentative and alternative communication (AAC) devices to support communication, yet little is known about family adaptation to such technology. To fill this gap, an integrative review, guided by the Resiliency Model of Family Stress, Adjustment, and Adaptation was conducted to assess conceptual foundations and the state of the science of family adaptation among children utilizing AAC. Web-based searches were conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and the Mixed Methods Appraisal Tool. Thirty-three studies met eligibility. Findings demonstrated that to enhance the science underpinning family adaptation to AAC use, future research should be grounded conceptually and address important components of the Resiliency Model. Work in this emerging area will identify and facilitate nursing efforts to assist families as they adapt to communication technology.


2020 ◽  
Vol 58 (5) ◽  
pp. 409-421
Author(s):  
Michelle Schladant ◽  
Monica Dowling

Abstract Many children with fragile X syndrome (FXS) have complex communication needs and may benefit from augmentative and alternative communication (AAC). This qualitative study explored how four mother–child dyads used AAC in the home. Data were collected using participant observations, open-ended interviews, and record reviews, and analyzed using grounded theory methods. Findings revealed that mothers found AAC to be a useful tool for addressing their children's complex communication needs, but practical and personal factors impacted its use in the home. This study sheds light on how mothers of children with FXS view and utilize AAC as a way to promote communication at home. Understanding parental perspectives can help to guide professionals in planning appropriate AAC interventions specific to FXS.


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