AAC Buy-In at Home

Erickson, Karen A.; Geist, Lori; Hatch, Penelope

doi:10.1044/leader.ftr1.22022017.46

Cited by 5 publications

(3 citation statements)

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“…Johnson et al, (2006) distinguished between parental AAC rejection (where AAC is dismissed before any attempt) and AAC abandonment (where use of a child’s AAC system is discontinued after introduction). Professionals lament that ‘a common area of struggle is getting parents and clients to buy in beyond the clinic or classroom’ (Erickson et al, 2017). Moorcroft et al, (2019a) illustrate how professionals may ascribe blame to parents:…”

Section: Introductionmentioning

confidence: 99%

“…It has been suggested that SLTs may subsequently resort to a directive, professional‐centred approach that exports an AAC package to the family home with little sensitivity to families’ individual needs (Mandak et al, 2017). This can lead to professional frustration at the subsequent apparent lack of family ‘buy‐in’ to AAC (Erickson et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…It has been suggested that SLTs may subsequently resort to a directive, professional-centred approach that exports an AAC package to the family home with little sensitivity to families' individual needs (Mandak et al, 2017). This can lead to professional frustration at the subsequent apparent lack of family 'buy-in' to AAC (Erickson et al, 2017). This paper begins by reviewing existing literature on the importance of the professional-family relationship in AAC implementation, before presenting the theoretical framework for the current study which draws upon both ethnography and multimodality.…”

Section: Introductionmentioning

confidence: 99%

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Rethinking family (dis)engagement with augmentative & alternative communication

Doak

2021

Research in Spec Educ Needs

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Rethinking family (dis)engagement with augmentative & alternative communication

Doak

2021

Research in Spec Educ Needs

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Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability

Ogletree

Wofford

Barton-Hulsey

2022

Adv Neurodev Disord

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Identity-Focused Practice in Augmentative and Alternative Communication Services: A Framework to Support the Intersecting Identities of Individuals With Severe Disabilities

Wofford

Ogletree

Nardo

2022

Am J Speech Lang Pathol

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Purpose: The purpose of this clinical focus article is to consider a framework of identity in provision of services to individuals with severe disabilities who use augmentative and alternative communication (AAC). Method: Components of the framework for identity include personal, social, and cultural areas. These aspects are identified in extant literature on AAC services and discussed through the lens of the Communication Bill of Rights (National Joint Committee for the Communication Needs of Persons with Severe Disabilities in 1992). Identity-focused practice is discussed as being relevant to self-determination and quality of life among individuals with severe disabilities. Results: A case study illustrates identity-focused practice in delivery of services to an adolescent who uses AAC, considering personal, social, and cultural identities. Conclusions: This clinical focus article proposes a theoretical framework and provides a practice example for addressing the intersecting identities of individuals with severe disabilities. Furthermore, this clinical focus article argues that identity is a basic human right and area in which additional efforts are needed in the application of AAC solutions.

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AAC Buy-In at Home

Cited by 5 publications

References 0 publications

Rethinking family (dis)engagement with augmentative & alternative communication

Rethinking family (dis)engagement with augmentative & alternative communication

Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability

Identity-Focused Practice in Augmentative and Alternative Communication Services: A Framework to Support the Intersecting Identities of Individuals With Severe Disabilities

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