Collaboration between stakeholders involved in augmentative and alternative communication (AAC) care of people without natural speech

Uthoff, Sarah Anna Katharina; Zinkevich, Anna; Boenisch, Jens; Sachse, Stefanie Kalén; Bernasconi, Tobias

doi:10.1080/13561820.2020.1860918

Cited by 22 publications

(22 citation statements)

References 33 publications

(42 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is safe to assume that this overload is mainly due to working conditions such as lack of staff and time. 22 Previous studies show how important it is to the success of AAC care that informal caregivers (eg, parents) have a positive attitude towards AAC care, that they receive sufficient support from other stakeholders to implement AAC, and that they are involved in the decision-making process. 22 , 40 , 41 Consequently, interventions should not only consider the needs of the AAC users, but also those of the informal caregivers.…”

Section: Discussionmentioning

confidence: 99%

“… 22 Previous studies show how important it is to the success of AAC care that informal caregivers (eg, parents) have a positive attitude towards AAC care, that they receive sufficient support from other stakeholders to implement AAC, and that they are involved in the decision-making process. 22 , 40 , 41 Consequently, interventions should not only consider the needs of the AAC users, but also those of the informal caregivers. 42 In this regard, our study results indicate that the intervention positively influenced participation in AAC care as well as informal caregivers’ openness towards AAC by involving them in all elements of the intervention and keeping them informed about the AAC user’s development.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, focus group interviews were conducted with informal and formal caregivers and AAC consultants of the intervention group. Since the status quo was already qualitatively surveyed in a previous study by means of focus group interviews, 22 the qualitative survey in this study focused exclusively on the intervention group as part of the process evaluation. The mixed methods study uses a convergent design.…”

Section: Methodsmentioning

confidence: 99%

“…Passive stakeholders, such as medical care providers (physicians), health insurance companies, and medical equipment suppliers, are responsible for the procurement of AAC systems and are not directly involved in AAC implementation. 22

Figure 1 Intervention elements and involved active and passive stakeholders; METACOM Symbol © Annette Kitzinger. …”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

“Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech

Uthoff¹,

Zinkevich²,

Boenisch³

et al. 2022

JMDH

View full text Add to dashboard Cite

Purpose Many care settings are characterized by collaboration between a variety of stakeholders. People without natural speech who rely on augmentative and alternative communication (AAC) are often strongly dependent on the involved stakeholders and collaboration among them. Since collaboration can be challenged by many barriers, this study examines the impact of a complex intervention on collaboration in AAC care. Methods In a quasi-experimental mixed methods intervention study which include AAC training, AAC therapy and case management, caregivers of AAC users were surveyed at 3 time points to assess collaboration and case management in the intervention versus comparison group. In addition, semi-structured focus group interviews were conducted with caregivers in the intervention group. Quantitative data were analyzed descriptively and by comparison of means. Qualitative data were analyzed using qualitative content analysis. Results The Mann–Whitney U -test showed significantly better collaboration in the intervention group with stakeholders that are more actively involved in AAC care, such as schools (p=0.026) and residential or social facilities (p=0.010), but not with passive stakeholders such as health insurance companies. Most aspects of case management were rated significantly better in the intervention group (p<0.001). The focus group results show mainly positive changes in collaboration with the active stakeholders, such as more commitment and openness toward AAC. Conclusion The results show a positive impact of the intervention on the collaboration between stakeholders involved in AAC care – especially with active stakeholders. In particular, the organization of care and the accompanying case management by the AAC consultation centers seem to positively affect collaboration.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Figure 1 Intervention elements and involved active and passive stakeholders; METACOM Symbol © Annette Kitzinger. …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

“Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech

Uthoff¹,

Zinkevich²,

Boenisch³

et al. 2022

JMDH

View full text Add to dashboard Cite

show abstract

“…Augmentative and alternative communication (AAC) devices are also used to support learners with DLD (Uthoff et al, 2021 ). Augmentative and alternative communication tools and strategies include visual schedules, picture and written supports for spoken language.…”

Section: The Support Of Learners With Developmental Language Disorder...mentioning

confidence: 99%

Systemic support for learners with developmental language disorders in Zimbabwe and South Africa

Ndou

Omidire

2022

SAJCD

View full text Add to dashboard Cite

Objectives: This study aimed to examine systemic support strategies available to learners with DLD.Method: This was a multiple case study of Zimbabwe and South Africa. Purposive sampling was used to select participants. The study consisted of 56 participants: 5 teachers, 2 SLTs, a learning support therapist, an educational psychologist and 47 learners. A qualitative research approach was employed and data were collected using interviews, focus group discussions and classroom observations. The data were analysed thematically and categorised.Results: Support strategies employed by teachers include remedial lessons and promoting a culture of reading for leisure to enhance learners' vocabulary and narrative skills. The SLTs and the learning support therapist use speech-language programmes and assistive technologies. Limited IPC and the absence of SLTs in District Based Support Teams were some of the challenges identified. The results also indicate that SLTs receive referrals mostly from primary schools compared with secondary schools. Conclusion:Raising awareness of DLD in schools and communities is deemed essential. Inter-professional collaboration is recommended to support learners with DLD as it increases the exchange of ideas and mutual acknowledgement of expertise amongst professionals.

show abstract

Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews

Quinn

Atkins

Cook

2023

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose: This qualitative study explores classroom contextual factors influencing augmentative and alternative communication (AAC) use in early childhood classrooms. Method: Semistructured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multistep coding process using the constant comparative method with member checking. Results: Seven themes were identified that affected AAC use in the classroom. Each theme was organized into three categories: individual-, classroom-, or school-level factors. Three themes were categorized as individual-level factors: Students' AAC systems are unavailable , professionals face challenges obtaining AAC knowledge and skills , and students' disruptive behaviors reduce access to AAC . One theme was a classroom-level factor: Classroom demands prevent AAC use . Finally, three themes were considered school-level factors: The culture of AAC influences AAC acceptance , team collaboration is essential for successful implementation , and teams need administrative support to deliver AAC interventions effectively. Conclusions: Teachers and SLPs felt that collaborative teams with AAC expertise, a school culture that endorsed AAC, and solid administrative support accelerated AAC adoption by normalizing AAC use in the classroom. Due to classroom demands, they struggled to use strategies such as aided AAC modeling and responsiveness during group instruction. Finally, participants emphasized that while it was necessary to customize AAC systems for each student, this individualization makes it harder for staff to learn each system and integrate them into classroom activities. Supplemental Material: https://doi.org/10.23641/asha.23681718

show abstract

Collaboration between stakeholders involved in augmentative and alternative communication (AAC) care of people without natural speech

Cited by 22 publications

References 33 publications

“Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech

“Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech

Systemic support for learners with developmental language disorders in Zimbabwe and South Africa

Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews

Contact Info

Product

Resources

About