Developing Electronic Portfolios

Specific Device ◽

Portfolios are widely used in many professional and academic areas; however there is minimal documentation for the use of portfolios by Assistive Technology / Augmentative Alternative Communication (AT/AAC) specialists. Assessment of AT/AAC progress is often difficult to document due to the limited capabilities of the written output. Specific AT/AAC systems are tailored to individual clients and may range from a low-tech communication book to a sophisticated hi-tech device/computer with specialized access techniques. As individuals transition to new opportunities, it is difficult to show documentation of progress or visually capture specific device/computer set-ups for replication. This chapter encourages service providers to develop electronic portfolios to assist families, future educators, and therapists to become familiar with the best practice AT techniques and strategies used for individuals with complex physical and communication needs.

Promote Assistive and AAC technologies during Covid-19

Form@re - Open Journal per la formazione in rete ◽

10.36253/form-10189 ◽

2021 ◽

Vol 21 (3) ◽

pp. 215-229

Author(s):

Michela Galdieri ◽

Michele Domenico Todino

Keyword(s):

Physical Space ◽

Assistive Technologies ◽

Remote Communication ◽

Training Systems ◽

Communication Needs ◽

Teaching Learning ◽

Physical Spaces

The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic. Moreover, the use of telecommunication technologies augment efforts to find a new way to organize educational spaces when it is not possible to share physical space and virtual spaces must be used. Starting from the role of assistive technologies in European policies, this work presents a case study about the inclusive perspective of corporeality and action in teaching-learning process and described an experience done in a third grade class of a primary school in Rome where a teacher used an eye communicator with GRID3 software and tools of Augmentative Alternative Communication with a student with complex communication needs, main goal of this activity was to create an inclusive and sharing path for each scholar done in distance education. Promuovere le tecnologie assistive e la CAA al tempo del Covid-19. L’emergenza sanitaria da Covid-19 ha sollecitato un ripensamento dei sistemi educativi e formativi quali dimensioni aperte e flessibili in cui formarsi, spazi nei quali i canali di comunicazione a distanza hanno reso possibile processi di socializzazione e scambi relazionali virtuali ma non per questo meno autentici, luoghi della didattica in cui favorire gli apprendimenti mediante l’uso di tecnologie che hanno consentito di raggiungere risultati anche in assenza di condivisione di uno spazio fisico. Il lavoro presenta una riflessione sul ruolo delle tecnologie assistive nelle politiche europee, sul potenziale inclusivo della corporeità e dell’azione nei percorsi di insegnamento-apprendimento e propone la descrizione di un’esperienza svoltasi nella classe terza di una scuola primaria romana dove, in presenza di un’alunna con gravi difficoltà comunicative, la didattica ha previsto l’uso del comunicatore oculare con software GRID3 coniugato alle pratiche e agli strumenti propri della Comunicazione Aumentativa Alternativa, con l’obiettivo di creare un percorso inclusivo e partecipativo per ciascun alunno, seppure a distanza.

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2018-0012 ◽

2019 ◽

Vol 4 (4) ◽

pp. 584-592

Author(s):

Lori Marra ◽

Katie Micco

Keyword(s):

Strategy Instruction ◽

Training Model ◽

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.

An Adapted Assessment Model for Emergent Literacy Conducted via Telepractice

Perspectives on Telepractice ◽

10.1044/tele5.2.48 ◽

2015 ◽

Vol 5 (2) ◽

pp. 48-56

Author(s):

Schea N. Fissel ◽

Pamela R. Mitchell ◽

Robin L. Alvares

Keyword(s):

Service Delivery ◽

Emergent Literacy ◽

Service Provision ◽

Literacy Skills ◽

Assessment Model ◽

Literacy Assessment ◽

Children with complex communication needs (CCN) exhibit multiple needs in a variety of domains, including language, literacy, and speech. Children with CCN often require augmentative/alternative communication (AAC), a mode of communication designed to compensate for the communication and related disability patterns of individuals with CCN (Light, Beukelman, & Reichle, 2003). Given the diverse needs of this population, service provision presents challenges to teachers and therapists alike. Telepractice service provision offers solutions to guide service delivery for children with CCN, who may be located in remote settings with limited access to AAC specialists. The tele-AAC working group of the International Society on Augmentative and Alternative Communication (ISAAC) 2012 Research Symposium highlighted a need for increased information on telepractice service delivery for children with CCN in the area of literacy. To date, evidence-based practices for assessment of literacy skills in children with CCN are limited. In addition, literacy assessment for children with CCN via telepractice presents challenges requiring adaptation for telepractice service delivery. This paper summarizes existing literature examining literacy assessment and intervention, and applies these principles to development and implementation of adapted literacy assessment methods conducted via telepractice for a child with CCN.

Cosa deve sapere ogni pediatra sulla comunicazione aumentativa alternativa (CAA)

Medico e Bambino ◽

10.53126/meb39513 ◽

2020 ◽

Vol 39 (8) ◽

pp. 513-517

Author(s):

Cynthia La Manna ◽

Isabella Prina ◽

Michele Cavalleri ◽

Patrizia Conti ◽

Angelo Selicorni

Keyword(s):

Language Learning ◽

Social Relations ◽

Clinical Evidence ◽

First Aid ◽

Advanced Technology ◽

Permanent Disability ◽

Communication Needs ◽

Communicative Input

Augmentative Alternative Communication (AAC) is an area of clinical practice that tries to compensate for the temporary or permanent disability of individuals with complex communication needs. It uses gestures or signs and images and utilises a double communicative input, both visual and auditory. It is Augmentative because its main purpose is to enhance and expand ("augmentative" 1983 ISAAC) communication and language, supporting all the communicative potential of the person. It is Alternative because it uses an alternative method to traditional communication: it utilises gestures, signs, aids for communication and advanced technology, falling within Assistive Technology (AT). AAC users are mainly those with complex (cognitive and communicative) disabilities. Moreover, it is also used in all those temporary situations in which communication is hindered by traumatic factors (intensive care, first aid) or linked to the issue of integration / inclusion. For example, foreign people can benefit from the use of AAC in order to reduce discomfort in social relations and language learning. The Authors highlight the potential of AAC both on the basis of scientific and clinical evidence and describe the evolution of two clinical cases followed at the Child and Adolescent Neuropsychiatry Unit in Como (Italy).

A Demographic Study of AAC/AT Needs in Hospitalized Patients

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.2.79 ◽

2013 ◽

Vol 22 (2) ◽

pp. 79-90 ◽

Cited By ~ 6

Author(s):

Lauren Zubow ◽

Richard Hurtig

Keyword(s):

Census Data ◽

Hospital Staff ◽

Future Research ◽

University Of Iowa ◽

Complex Communication Needs ◽

Number Of Patients ◽

Demographic Study ◽

Abstract In 2012, the Joint Commission issued a mandate that accredited hospitals must take into consideration the needs of patients with complex communication needs. Stemming from this mandate came recommendations for hospitals to collect baseline data of the number of individuals in their care with complex communication needs. This is a demographic study in response to their recommendation. Researchers at the University of Iowa sampled the electronic medical records of patients across 7 days to determine the number of patients who met candidacy requirements for augmentative alternative communication or assistive technology. Our census data indicate there is a significant need for patients in acute care settings to have access to alternative communication and the nurse call systems. The need appears to be greater in the intensive care units, but is not limited to this patient population. Overall, patients had greater AT needs than AAC needs in all locations. We recommend future research to investigate service delivery models to improve communication barriers that may exist between hospital staff and patients.

A review of innovative apps for students with communication needs

American Journal of Recreation Therapy ◽

10.5055/ajrt.2011.0011 ◽

2011 ◽

Vol 10 (2) ◽

pp. 29-37

Author(s):

Lauren A. Menard, EdD

Keyword(s):

Visual Communication ◽

Communication Systems ◽

Service Providers ◽

Picture Exchange Communication System ◽

Meaningful Participation ◽

Award Winning ◽

Communication Devices ◽

Recent advancements in technology have expanded the customizability, portability, convenience, and availability of augmentative and alternative communication devices. Convergence of systems and federal funding commitment offer an opportunity to redefine assistive technology for those with special needs. All-in-one communication applications (apps) offer service providers powerful tools for addressing the normalization principle and best practices of accessibility, generalization across environments, and meaningful participation. The visual communication systems that once encompassed wall panels or rolling carts now fit in a pocket. However, a gap exists between development of new, award-winning apps and implementation—a gap widened by lack of awareness. In this review, a brief description of traditional visual communication strategies (ie, Picture Exchange Communication System and Boardmaker) is given and two innovative communication apps (ie, Proloquo2Go and Grace) are described. The themes of cost, the cool factor, and accessibility are discussed. The goal of this review is to increase awareness and to encourage discussions leading to quality therapeutic and instructional models using the new, innovative devices.

What's in a Photograph? The Perspectives of Composition Experts on Factors Impacting Visual Scene Display Complexity for Augmentative and Alternative Communication and Strategies for Improving Visual Communication

American Journal of Speech-Language Pathology ◽

10.1044/2021_ajslp-20-00350 ◽

2021 ◽

pp. 1-18

Author(s):

Kevin M. Pitt ◽

John W. McCarthy

Keyword(s):

Best Practice ◽

Visual Scene ◽

Just In Time ◽

Image Complexity ◽

Visual Storytelling ◽

Photographic Image ◽

Semistructured Interviews ◽

Purpose Visual scene displays (VSDs) can support augmentative and alternative communication (AAC) success for children and adults with complex communication needs. Static VSDs incorporate contextual photographs that include meaningful events, places, and people. Although the processing of VSDs has been studied, their power as a medium to effectively convey meaning may benefit from the perspective of individuals who regularly engage in visual storytelling. The aim of this study was to evaluate the perspectives of individuals with expertise in photographic and/or artistic composition regarding factors contributing to VSD complexity and how to limit the time and effort required to apply principles of photographic composition. Method Semistructured interviews were completed with 13 participants with expertise in photographic and/or artistic composition. Results Four main themes were noted, including (a) factors increasing photographic image complexity and decreasing cohesion, (b) how complexity impacts the viewer, (c) composition strategies to decrease photographic image complexity and increase cohesion, and (d) strategies to support the quick application of composition strategies in a just-in-time setting. Findings both support and extend existing research regarding best practice for VSD design. Conclusions Findings provide an initial framework for understanding photographic image complexity and how it differs from drawn AAC symbols. Furthermore, findings outline a toolbox of composition principles that may help limit VSD complexity, along with providing recommendations for AAC development to support the quick application of compositional principles to limit burdens associated with capturing photographic images. Supplemental Material https://doi.org/10.23641/asha.15032700

Teaching Alphabet Recognition and Letter Sound Correspondence Using a 4 Blocks of Literacy Model for Children with Complex Communication Needs (CCN): Illustrated with a Single Case Study

International Journal of Health Sciences and Research ◽

10.52403/ijhsr.20220114 ◽

2022 ◽

Vol 12 (1) ◽

pp. 99-104

Author(s):

Arya Manoharan ◽

Jubil Jose ◽

Sneha Saji

Keyword(s):

Emergent Literacy ◽

Literacy Instruction ◽

Communication Systems ◽

Multiple Disabilities ◽

Book Reading ◽

Complex Communication Needs ◽

Communication Needs ◽

Letter Sound

There are numerous hurdles to literacy acquisition for students with severe and multiple disabilities, such as intellectual disability, complex communication needs including physical disability and autism. However, there is substantial body of research that suggests that these children can gain literacy skills, develop communication and language with effective literacy education, and with the support of assistive and augmentative alternative communication systems. The study describes an ongoing intervention for teaching alphabet recognition and letter-sound correspondence using the 4 blocks of literacy model with a 5.7 year old girl with multiple disabilities who use augmentative alternative communication systems for communication. Emergent literacy instruction for improving alphabet recognition and letter sound correspondence was taught applying the principles of the 4 blocks “Working with words” and “Shared book reading” over a period of eight months. Improvement noticed in alphabet recognition and letter sound correspondence was investigated. Emergent literacy instruction using 4 blocks of literacy model was proved to be an effective method in gaining the alphabet principles and phonics skills. The study provides insights to the rehabilitation professionals and budding therapists on how to implement emergent literacy instructions and strategies to be considered for children with complex communication needs. Key words: Emergent Literacy, Complex Communication Needs, Augmentative Alternative Communication, Multiple Disabilities, 4 Blocks of Literacy Model.

Improving Patient Safety and Patient–Provider Communication

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig12-2019-0021 ◽

2019 ◽

Vol 4 (5) ◽

pp. 1017-1027 ◽

Cited By ~ 1

Author(s):

Richard R. Hurtig ◽

Rebecca M. Alper ◽

Karen N. T. Bryant ◽

Krista R. Davidson ◽

Chelsea Bilskemper

Keyword(s):

Acute Care ◽

Health Care Team ◽

Provider 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

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig12-2019-0007 ◽

2019 ◽

Vol 4 (5) ◽

pp. 991-1016

Author(s):

Shameka Stanford ◽

Ovetta Harris

Keyword(s):

Special Educators ◽

Communication Disorders ◽

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.