Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists

2018 ◽  
Vol 34 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Kelsey Mandak ◽  
Janice Light
Keyword(s):  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
School Based ◽  
Communication Needs ◽  
Family Centered

Lessons Learned From AAC Camp

2013 ◽  
Vol 14 (4) ◽  
pp. 81-85
Author(s):  
Janet Dodd
Keyword(s):  
Augmentative And Alternative Communication ◽  
Lessons Learned ◽  
Language Intervention ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Knowledge And Skills ◽  
School Based ◽  
Communication Needs ◽  
New Millennium

Children who benefit from augmentative and alternative communication (AAC) need not only the support of individuals knowledgeable in the technologies themselves, but ones who understand the translation of language intervention principles to AAC. It is vital that school-based speech-language pathologists (SLPs) possess the knowledge and skills necessary for working with children who use AAC. The purpose of this article is to discuss what we have learned as we teach the new millennium of clinicians and how we can apply these lessons to the work we do with children with the most complex communication needs.

The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

2013 ◽  
Vol 22 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Debora Downey ◽  
Mary Beth Happ
Keyword(s):  
Health Care Providers ◽  
Communication Disorders ◽  
Provider Communication ◽  
Nurse Training ◽  
Care Providers ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Team Members ◽  
Patient Provider Communication ◽  
Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

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.

Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship

2016 ◽  
Vol 1 (12) ◽  
pp. 29-37
Author(s):  
Charles H. Carlin ◽  
Katie Boarman ◽  
Erin E. Brady
Keyword(s):  
Augmentative And Alternative Communication ◽  
Progress Monitoring ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Based ◽  
Supervision Model ◽  
Communication Needs ◽  
The Continuum

Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.

Using a Clinical Approach To Answer “What Communication Apps Should We Use?”

2011 ◽  
Vol 20 (3) ◽  
pp. 87-96 ◽  
Author(s):  
Jessica Gosnell ◽  
John Costello ◽  
Howard Shane
Keyword(s):  
Clinical Application ◽  
Clinical Approach ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Comprehensive Review ◽  
Case Examples ◽  
Communication Needs ◽  
Case Basis

It would be impossible (and not the intent of this paper) to conduct a comprehensive review of every communication application (app) that exists as of this writing. Rather, a clinical framework for comparing and selecting apps will be offered to assist speech-language pathologists in answering the popular question “What communication apps should we use?” While this platform and certain apps may indeed represent a reasonable match to the strengths and needs of some individuals, it is important that the needs of an individual be considered on a case-by-case basis using a thorough and clinically based approach. To this end, the clinical application of a chart detailing features believed to represent critical and fundamental considerations for a broad profile of people evidencing complex communication needs will be discussed and highlighted through case examples.

Adolescents on the Autism Spectrum: Music Therapists’ Work with Speech-Language Pathologists

2021 ◽  
Author(s):  
Angela Guerriero ◽  
Mara E Culp ◽  
Lisa Pierce-Goldstein
Keyword(s):  
Communication Skills ◽  
Autism Spectrum ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Music Therapists ◽  
Complex Communication Needs ◽  
Collaborative Models ◽  
Communication Needs ◽  
Multiple Domains

Abstract Adolescents on the autism spectrum may experience challenges with multiple domains of communication that impact their quality of life. Both music therapists and speech-language pathologists (SLPs) implement activities to address these challenges. Empirical evidence suggests that incorporating music into treatment can be an effective way to improve communication. The purpose of this article is to provide suggestions for music therapists assisting adolescents on the autism spectrum to improve their communication skills and ways to collaborate with SLPs in doing so. In this paper, we discuss interprofessional collaborative models (e.g., interdisciplinary, transdisciplinary) and competencies (e.g., coordination, adaptability), as well as music-based clinical experiences that appeal to adolescents, and target improvement of communication skills for learners with complex communication needs.

Providing Services to Individuals With Complex Communication Needs in the Inpatient Rehabilitation Setting: The Experiences and Perspectives of Speech-Language Pathologists

2019 ◽  
Vol 28 (2) ◽  
pp. 456-468
Author(s):  
Jessica Gormley ◽  
Janice Light
Keyword(s):  
Service Delivery ◽  
Augmentative And Alternative Communication ◽  
Inpatient Rehabilitation ◽  
Speech Language Pathologists ◽  
Rehabilitation Team ◽  
Complex Communication Needs ◽  
Rehabilitation Care ◽  
Rehabilitation Professionals ◽  
Communication Needs ◽  
Training Opportunities

Purpose To guide the development of future trainings in the inpatient rehabilitation setting, this study aimed to expand the current understanding of (a) the experiences of speech-language pathologists (SLPs) who work in inpatient rehabilitation settings when providing augmentative and alternative communication (AAC) services to individuals with complex communication needs and (b) the challenges and facilitating factors related to AAC services within this context. Method An online focus group was used to explore experiences of 11 SLPs who work within the inpatient rehabilitation setting. Information was gathered about (a) the role of the inpatient SLP in AAC service delivery, (b) rehabilitation team service delivery, (c) successes and challenges to supporting individuals with complex communication needs within this setting, and (d) communication training opportunities. Results Themes that emerged related to (a) the complicated logistics of rehabilitation; (b) the centrality of the rehabilitation team; (c) the limited AAC tools, knowledge, and trainings for rehabilitation providers; and (d) SLPs’ attitudes. Participants reported navigating complicated logistics unique to the inpatient rehabilitation related to time constraints, limited AAC funding, the continuum of rehabilitation care, and limited AAC policies in attempting to meet patient needs. Generally, participants suggested successful team collaboration, yet limited time, expertise, tools, and training opportunities challenged attempts to support individuals with complex communication needs. Conclusions Increased access to AAC tools and the development of AAC trainings are recommended to equip rehabilitation professionals with skills to build interprofessional and AAC skills so patients with complex communication needs can maximally participate in the rehabilitation experience. Supplemental Material https://doi.org/10.23641/asha.7728710

Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship

2016 ◽  
Vol 1 (12) ◽  
pp. 32-40
Author(s):  
Charles H. Carlin ◽  
Katie Boarman ◽  
Erin E. Brady
Keyword(s):  
Augmentative And Alternative Communication ◽  
Progress Monitoring ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Based ◽  
Supervision Model ◽  
Communication Needs ◽  
The Continuum

Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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.

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