Communication-based services for persons with severe disabilities in schools: A survey of speech-language pathologists

Siegel, Ellin; Maddox, Laura L.; Ogletree, Billy T.; Westling, David L.

doi:10.1016/j.jcomdis.2009.12.003

Cited by 7 publications

(5 citation statements)

References 16 publications

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“…SLPs working with children who demonstrate a range of disabilities and communication diffi culties have reported a number of factors perceived to infl uence the quality of intervention delivery, such as introducing AAC systems and working collaboratively with all stakeholders to maximize outcomes for learners (Clarke et al, 2011;Hutchins, Howard, Prelock, & Belin, 2010;Iacono & Cameron, 2009;Siegel, Maddox, Ogletree, & Westling, 2010;Soto et al, 2001). These factors included (a) SLPs ' knowledge, skills and access to professional development; (b) attitudes, perceptions, and beliefs of other professionals; (c) features of the student ' s school setting or early childhood context; (d) extent of organizational support for implementation; and (e) parental attitudes and the home context.…”

Section: Augmentative and Alternative Communicationmentioning

confidence: 99%

Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

Bortoli

Arthur‐Kelly

Mathisen

et al. 2014

Augmentative and Alternative Communication

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The aim of the present study was to explore speech-language pathologists ' (SLPs) perceptions and experiences of factors infl uencing the implementation of communication interventions for students with multiple and severe disabilities. Eight SLPs in New South Wales, Australia, participated in individual interviews and a focus group. Interview transcripts were scrutinized using thematic analysis. Transcripts were coded into categories, which were then grouped to yield themes. Participants identifi ed a broad range of themes, including SLPs ' experience and skills, professional development, and collaboration with teachers and families; as well as home and school contexts, the role of government departments, and broader societal factors. These complex infl uences suggest that systemic supports may be required at multiple levels in order to increase the likelihood of effective implementation of communication interventions for students with multiple and severe disabilities.

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Section: Augmentative and Alternative Communicationmentioning

confidence: 99%

Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

Bortoli

Arthur‐Kelly

Mathisen

et al. 2014

Augmentative and Alternative Communication

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“…Praktičan značaj opisivanja specifičnosti komunikacije ovih osoba je višestruk. Uporedo sa povećanjem njihove uključenosti u svakodnevne životne aktivnosti u zajednici, potreba za uspostavljanjem upešne interakcije sa njima postaje sve očiglednija članovima porodica, vršnjacima i osoblju koje im pruža podršku (Siegel et al, 2010). Usled toga, specifični opisi karakteristika komunikacije osoba sa teškom i dubokom IO, dobijeni procenom individualnih komunikacionih potencijala, mogu pomoći relevantnim osobama iz okruženja da uspostave adekvatnu komunikacionu razmenu (videti Banković, Terzić i Đorđević, 2014).…”

Section: Uvodunclassified

Characteristics of communication in people with severe and profound intellectual disability

Banković¹,

Arsenić²,

Brojčin³

2015

Spec eduk i rehabilitacija

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Persons with severe and profound intellectual disability (ID) have a wide range of difficulties. A number of difficulties, along with a delay in speech and language development, can greatly interfere with successful communication with others. For these individuals, the presence of potential communication partners does not always guarantee successful initiation and maintenance of communication. Therefore, factors that limit or enhance successful communication with others probably lie in characteristics of individuals with ID, but also in their environment. The goal of this article is to provide an insight into specific characteristics of communication in individuals with severe and profound ID. In relation to specific features of communication, we can notice that persons with severe and profound ID represent a heterogeneous population. While some reach the stage of symbolic communication, others remain at intentional (preverbal and non symbolic) or pre-intentional stage of communication, even in adulthood. It is necessary to provide natural interactive context with respect to different modalities of communication exchange so that they can functionally use their communication skills in everyday situations.

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“…Researchers have emphasised the importance of participation by the social network during the AAC assessment process and assessment in natural settings [26,27,46]. Two studies have shown that SLPs acknowledge the important role of everyday interaction partners in the AAC process [54,76]. However, few studies of SLPs' AAC practice provide information about the role of everyday interaction partners during the process.…”

Section: The Role Of the Social Networkmentioning

confidence: 99%

Communication intervention in Rett syndrome: a survey of speech language pathologists in Swedish health services

Wandin

Lindberg

Sonnander

2014

Disability and Rehabilitation

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Communication-based services for persons with severe disabilities in schools: A survey of speech-language pathologists

Cited by 7 publications

References 16 publications

Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

Characteristics of communication in people with severe and profound intellectual disability

Communication intervention in Rett syndrome: a survey of speech language pathologists in Swedish health services

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