Bridging the gap from values to actions: a family systems framework for family-centered AAC services

Mandak, Kelsey; O’Neill, Tara; Light, Janice; Fosco, Gregory M.

doi:10.1080/07434618.2016.1271453

Cited by 87 publications

(45 citation statements)

References 32 publications

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“…In each of these cases, the therapy took place in a therapy room or classroom where a researcher taught signs to the child. However, current best practice suggests that communication strategies need to be embedded in the child's everyday environment with a focus on supporting communication partners to use the AAC system when communicating with the person with a disability (Mandak, O'Neill, Light, & Fosco, 2017). This is typically referred to as aided language stimulation or augmented input (Binger & Light, 2007).…”

Section: Introductionmentioning

confidence: 99%

Retention of signs following a one‐day key word sign training

Smidt

Markoulli

Wine

et al. 2018

Brit J Learn Disabil

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Accessible summary We taught teachers sign language to use with children with a disability We asked teachers if they liked the training and learning signs We tested their memory of signs after training and 6 and 12 weeks later We found that teachers can learn signs in a one‐day workshop and remember them later Teachers forgot some of the signs by 6 weeks later Teachers want follow‐up sessions to practise the signs to help them remember the signs. Abstract BackgroundChildren and adults with developmental disability frequently require either aided or unaided alternative and augmentative communication (AAC). Key word sign (KWS) involves using natural gesture and sign language to support the key words in spoken utterances. The purpose of this study was to determine whether communication partners of children and adults with developmental disabilities can learn and retain a basic KWS vocabulary. Materials and MethodsCommunication partners attended a one‐day training workshop where they were taught 100 signs. Measures of sign recognition and production were taken prior to the training, immediately after the training on the day and at 6 and 12 weeks later. ResultsParticipants were able to learn signs during the workshop and demonstrate receptive and expressive knowledge of KWS. However, sign knowledge decreased after 6 and 12 weeks. Participants noted that having to be tested again after several weeks, motivated them to practise and served as a follow‐up. ConclusionThis paper provides evidence that KWS training enables participants to learn and retain signs, but that there is a need for ongoing training and support even for communication partners who use sign regularly.

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Section: Introductionmentioning

confidence: 99%

Retention of signs following a one‐day key word sign training

Smidt

Markoulli

Wine

et al. 2018

Brit J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…4 Integration of AAC into highly valued, existing family activities is consistent with recommended family-centered practices as well as the participation model of service delivery outcomes, 5 and it is likely to contribute to adoption and use of AAC by children and their families. 6 This article aims to provide guidance for SLPs to utilize family leisure as a context for AAC intervention and improved family-centered practice. Family leisure activities provide a naturally supportive context for AAC intervention because these activities are highly valued by families, they are associated with a variety of positive family outcomes, and they provide rich opportunities for communication.…”

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confidence: 99%

Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

2017

Self Cite

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Families are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.

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“…While discrepancies between self-and proxy-reports in other child health domains exist [36][37][38], parents' perspectives are crucial as they routinely provide important counsel and may influence/be influenced by both the nature and outcomes of AT interventions [39][40][41]. Parents are uniquely positioned to observe, generalize, and report their child's functional performance in everyday settings, and perceive family functioning and other contextual factors that may be linked to child-related outcomes.…”

Section: Introductionmentioning

confidence: 99%

Measurement of Assistive Technology Outcomes Associated with Computer-Based Writing Interventions for Children and Youth with Disabilities

Ryan

Sophianopoulos

2017

Technologies

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Abstract:Young people who have chronic disabilities use computer technologies and receive rehabilitation services to overcome functional limitations associated with writing activities. However, the functional impact of these specialized assistive technologies on the everyday lives of children is not clearly understood; in part due to the lack of targeted outcome measures. This article describes the development and evaluation of the Family Impact of Assistive Technology Scale for Writing Interventions (FIATS-WI). The FIATS-WI is a multi-dimensional, parent-report questionnaire designed to measure child functioning and outcomes associated with computer-based writing interventions for children and youth aged 5-18 years. Participants included parents of children with writing-related disabilities who completed the questionnaire at home during one of two study phases. In the first phase, 121 eligible parents, out of 364 invited, completed a single administration of the questionnaire. In the second phase, 28 out of 33 eligible parents completed the FIATS-WI twice to assess its stability. Item and subscale correlations informed an item reduction plan, and Cronbach's alpha and intraclass correlation coefficients provided acceptable estimates for internal consistency and test-retest reliability, respectively. Correlations between FIATS-WI scores and scores from a standardized home participation measure tested its convergent validity. The study provides emerging evidence for the FIATS-WI as a sound measure of computer-based writing technology outcomes for children and youth with disabilities.

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Bridging the gap from values to actions: a family systems framework for family-centered AAC services

Cited by 87 publications

References 32 publications

Retention of signs following a one‐day key word sign training

Retention of signs following a one‐day key word sign training

Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

Measurement of Assistive Technology Outcomes Associated with Computer-Based Writing Interventions for Children and Youth with Disabilities

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