“If Mama Ain't Happy, Ain't Nobody Happy”: Collaborating With Families in AAC Interventions With Infants and Toddlers

Culp, Delva M.

doi:10.1044/aac12.5.3-a

Cited by 5 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, Calculator and Black (2010) observe that ‘current AAC principles and practices … place the onus on professionals to engage rather than take the lead from families’ (p.31), although Culp (2003) concurs that ‘many professionals simply move their lesson plans and direct therapy sessions with the child into the home environment’ (p.5). SLTs may believe themselves to be acting in a family‐centred way when they have contact with families, give them information and obtain their agreement to collaboration, but such behaviours ‘lack the key features of true family‐centred services’ (Mandak et al, 2017, p.2).…”

Section: Introductionmentioning

confidence: 99%

“…For example, parents are revealed to be juggling multiple competing roles ‘from loving caregivers to teachers, playmates, advocates, coordinators and [AAC device] programmers’ (Caron, 2015, p.8) as well as financial and health concerns, fatigue and stress (Mandak et al, 2017). Their responses to proposed interventions may be mediated by a range of emotions around their child’s diagnosis including sadness, fear, guilt, anger (Culp, 2003) as well as frustration and self‐blame (Marshall and Goldbart, 2008). Additionally, family responses to a proposed intervention fluctuate according to what is currently happening within the family (Marshall and Goldbart, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Rethinking family (dis)engagement with augmentative & alternative communication

Doak

2021

Research in Spec Educ Needs

View full text Add to dashboard Cite

Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or therapy setting, but less is known about how AAC is used in the family home. Few studies are authored by an AAC parent/researcher with reflection on positionality, power and the advantages conferred by 'insider' status. This paper addresses this gap by exploring the perspectives of five families of minimally verbal children on the place of AAC in their child's home communication. Semi-structured family interviews were transcribed and subjected to Thematic Analysis. Formal AAC practices such as Picture Exchange Communication System (PECS) and Makaton were found to play a limited role in the children's home communication. Findings indicate three possible explanations: the emotional and relationship-building dimensions of family communication; the competing priorities of family life with a disabled child; and the child's existing multimodal communication strategies including the use of household objects. These findings offer a preliminary starting point for understanding the emic perspectives of AAC families and reasons for their convergence/divergence with professional attitudes to AAC, and warrant further investigation in larger-scale studies.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

show abstract

Section: Introductionmentioning

confidence: 99%