AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Self-Anchored Rating Scales: Creating Partnerships for Post-Aphasia Change

2012 ◽  
Vol 22 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Lynn E. Fox ◽  
Mary A. Andrews ◽  
James Andrews
Keyword(s):  
Lived Experience ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Study Data ◽  
Support Network ◽  
Her Family ◽  
Family Counselors ◽  
Therapy Goals ◽  
Speech And Language Disorders

The self-anchored rating scale (SARS) is a technique used by systemic family counselors that has been applied to treating speech and language disorders, most recently aphasia. SARS aids the clinician in understanding the lived experience of the person with aphasia and members of his or her social support network. Skilled use of SARS helps people with aphasia and their families identify reasonable therapy goals and shows how their opinions and actions contribute to achieving those goals. In this article, we describe five steps in the SARS process, as well as specific counseling techniques that help the clinician involve the person with aphasia and his or her family in all aspects of the therapeutic process. Case study data illustrate outcomes for one family, showing improvement in behaviors identified as important by a client, the client's spouse, and their clinician.

scholarly journals Beyond the mask of deference: exploring the relationship between ruptures and transference in a single-case study

2016 ◽  
Vol 19 (2) ◽  
Author(s):  
Francesca Locati ◽  
Pietro De Carli ◽  
Emanuele Tarasconi ◽  
Margherita Lang ◽  
Laura Parolin
Keyword(s):  
Sequential Analysis ◽  
Rating Scales ◽  
Rating Scale ◽  
Defense Mechanism ◽  
Single Case ◽  
Assessment Procedure ◽  
Single Case Study ◽  
Alliance Ruptures ◽  
The Relationship

The relationship between transference and therapeutic alliance has been long discussed. It is only recently, however, that empirical evidence has provided support for a tight correspondence between several transference dimensions and rupture and resolution processes. In the present single-case study, we used alliance ruptures as a key dimension to understand patient’s transference dynamics. This was achieved in a particular form of patient’s behavior, i.e., patient’s deference and acquiescent behavior, which describes a significant submission to assertions, skills, judgments and point of views of another person. Therapeutic process was measured by means of the Rupture Resolution Rating Scale, the Core Conflictual Relationship Theme and the Defense Mechanism Rating Scales, whereas therapeutic outcome was measured by means of the Shedler-Westen Assessment Procedure-200. Results of sequential analysis yielded a significant correspondence between rupture markers, characterized by avoidance and shifting of session’s topic, and patient’s narrations. Furthermore, a systematic correspondence between alliance ruptures and patient’s avoidant functioning, which emerged both in transference relationship and in the quality of the defense structure, was found. Together, these findings indicate that patient’s deference inhibits the expression of relational themes, with ruptures in alliance that seem to be supported by a strong defensive structure. In particular, patient’s avoidance played a double role in the treatment. On the one hand, avoidance was the main characteristic of her transference structure, based on extreme intellectualization and emotional closure. On the other hand, it contributed to create an impasse in the treatment, based on a withdrawal ruptures model and on obsessive level defences.

Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

scholarly journals An AAC Mobile-Based Application for People with Intellectual Disability: A Case Study in Brazil

2020 ◽  
Vol 2020 ◽  
pp. 1-12
Author(s):  
Mauro José Conte ◽  
Marcelo Gitirana Gomes Ferreira ◽  
Alejandro R. García Ramírez
Keyword(s):  
Intellectual Disability ◽  
Augmentative And Alternative Communication ◽  
Communication Disorders ◽  
User Centered Design ◽  
Alternative Communication ◽  
Educational Value ◽  
Rehabilitation Process ◽  
System Usability Scale ◽  
System Usability

Augmentative and Alternative Communication (AAC) techniques are employed to mediate communication with people who have communication disorders, as in cases of intellectual disability. Although there are various digital solutions that promote alternative communication options for individuals with communication disorders, only a few of them have been specifically designed or targeted to people with intellectual disability (ID). This work is motivated by the lack of AAC solutions contributing to the rehabilitation processes of individuals with intellectual disability in Brazil. The study presents a mobile-based AAC solution conceived as a tool to assist the rehabilitation process of people with ID. The design was based on user-centered design principles and accessibility standards. The System Usability Scale (SUS) questionnaire was used to evaluate the solution. Four specialists and twenty-five students participated in this study. The proposed solution shows the potential educational value for professionals who assist individuals with intellectual disability in Brazil.

Market Share Predictions: A New Model with Rating-Based Conjoint Analysis

2011 ◽  
Vol 53 (6) ◽  
pp. 831-857 ◽  
Author(s):  
Hervé Guyon ◽  
Jean-François Petiot
Keyword(s):  
Conjoint Analysis ◽  
Market Share ◽  
Probabilistic Models ◽  
Rating Scales ◽  
Rating Scale ◽  
New Model ◽  
Generic Term ◽  
Experimental Protocols ◽  
Estimation Models

Conjoint Analysis (CA) is a technique heavily used by industry in support of product development, pricing and positioning, and market share predictions. This generic term CA encompasses a variety of experimental protocols and estimation models (e.g. rating-based or choice-based), as well as several probabilistic models for predicting market share. As for the rating conjoint, existing probabilistic models from the literature cannot be considered as reliable because they suffer from the Independence of Irrelevant Alternatives (IIA) property, in addition to depending on an arbitrary rating scale selected by the experimenter. In this article, after a brief overview of CA and of models used for market share predictions, we propose a new model for market share predictions, RFC-BOLSE, which avoids the IIA problem, yields convergent results for different rating scales, and outputs predictions that match regression reliability. The model is described in details and simulations and a case study on truck tyres will illustrate the reliability of RFC-BOLSE.

Communication Partner Training to Increase Interactive Communication Using Augmentative and Alternative Communication: A Case Study

2019 ◽  
Vol 4 (4) ◽  
pp. 584-592
Author(s):  
Lori Marra ◽  
Katie Micco
Keyword(s):  
Augmentative And Alternative Communication ◽  
Strategy Instruction ◽  
Training Model ◽  
Alternative Communication ◽  
Interactive Communication ◽  
Functional Activities ◽  
Specific Device ◽  
Communication Needs ◽  
Communication Partner Training

Purpose The purpose of this clinical focus article was to assess the communication partner's (CP) perception regarding the effectiveness of a CP training model to support augmentative and alternative communication (AAC) use within a parent–adolescent dyad. Method This case study implements an adaptation of an 8-stage strategy instruction protocol for teaching aided language modeling across functional activities. Procedures for designing CP training to meet the specific needs of a particular CP and an individual using AAC (IUA) are offered. Pre- and posttraining questionnaires surveyed the CP's feelings and knowledge about using the AAC strategies and the IUA's AAC skill level. Results Quantitative and qualitative analyses of the CP's responses on the pre- and posttraining questionnaires revealed more confidence in supporting her son when using his device, increased knowledge of strategies to support AAC use, and increased understanding of the device operation. She also perceived that her son used his device more confidently and effectively in a variety of ways. Conclusion CP training that includes strategy instruction, along with practice and feedback, helps to increase the CP's and the IUA's understanding of the specific device and how to use it in more naturalistic, functional settings and situations. Since the CP's needs are similar across developmental and neurogenic groups, the direct strategy instruction described in this clinical focus article can be used by practicing clinicians working with pediatric or neurogenic populations to teach communication and operational skills. The results suggest that CP training should be included in treatment planning for speech-language pathologists working with individuals with complex communication needs who use AAC.

scholarly journals Challenges and Opportunities in Reading Instruction for Children with Limited Speech

2017 ◽  
Vol 38 (04) ◽  
pp. 253-262
Author(s):  
Andrea Barton-Hulsey
Keyword(s):  
Reading Instruction ◽  
Augmentative And Alternative Communication ◽  
Assessment Tools ◽  
Future Research ◽  
Alternative Communication ◽  
Her Family ◽  
Flexible System ◽  
Speech Language Pathologist ◽  
Challenges And Opportunities ◽  
Generative Language

AbstractThe ability to read has implications for communication development for individuals who use augmentative and alternative communication (AAC) systems. Access to print for generative language provides a flexible system in which an individual can create novel messages and interact with his or her family, friends, and peers. Several challenges in reading instruction inherently exist for individuals who have limitations in speech ability. Reading instruction is becoming increasingly more accessible with current advances in technology; however, several challenges remain regarding the creation of accessible learning environments, assessment tools, and reading intervention strategies for children with limited speech. The current article provides an overview of the role of the speech-language pathologist in reading instruction and particularly addresses children's need for more experience with instruction in phonological awareness and decoding, an area that has presented the greatest challenge in access to reading instruction for individuals who use AAC. Several considerations are presented to increase access to instruction with directions for future research highlighted.

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