Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC?

Ballin, Liora; Balandin, Susan; Togher, Leanne; Stancliffe, Roger J.

doi:10.1080/13668250802676038

Cited by 9 publications

(2 citation statements)

References 12 publications

(29 reference statements)

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“…Members of the community already engaged in such activities are well placed to act as mentors. However, little is known about mentoring relationships for adults with lifelong disability and how best to foster these (Ballin, Balandin, Togher, & Stancliffe, 2009). Consequently, finding mentors willing to support a person with a lifelong disability may be challenging.…”

Section: Transition Into Retirementmentioning

confidence: 97%

The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability

Wilson

Stancliffe

Bigby

et al. 2010

Journal of Intellectual & Developmental Disability

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Section: Transition Into Retirementmentioning

confidence: 97%

The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability

Wilson

Stancliffe

Bigby

et al. 2010

Journal of Intellectual & Developmental Disability

Self Cite

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“…This disparity may be compounded by a lack of social awareness of AAC (Moorcroft et al, 2018 = Chapter 2) for people who are independently mobile, given most positive social role models within the mainstream media who are competent users of AAC are people with severe physical disabilities. There may therefore be benefits to linking parents of children with complex communication needs and functional gross motor skills to other parents of similar children who are using AAC (Marshall & Goldbart, 2008;Moorcroft et al, 2019 = Chapter 3 & 4) or to adult users of AAC who are independently mobile and can provide a positive example and mentoring relationship (Ballin, Balandin, Stancliffe, & Togher, 2012;Ballin, Balandin, Togher, & Stancliffe, 2009).…”

Section: The Child's Gross Motor Skillsmentioning

confidence: 99%

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Moorcroft¹

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Children with a severe communication disability who are unable to use speech for everyday communication are said to have complex communication needs. This disability may be due to physical, psychological, and/or cognitive impairments; and commonly results in a variety of activity limitations and participation restrictions. Augmentative and alternative communication (AAC) systems are often introduced to these children by speech-language pathologists (SLPs). When embraced by the child's parents and modelled in a variety of environments, AAC can result in significant benefits for the child's communication and quality of life. Many parents however reject the idea of AAC from the outset or attempt and later abandon use of the system, thus impacting their child's communication development and success. Despite the implications of AAC rejection and abandonment, this phenomenon has seldom been explored in the literature. Therefore, the series of studies described in this thesis sought to understand why parents of children with complex communication needs may reject or abandon the AAC system introduced to their child. This objective was achieved via a systematic review, three qualitative descriptive studies, and a correlational quantitative investigation. The systematic review aimed to synthesise the barriers and facilitators to the provision and use of low-tech and unaided AAC systems. Relevant literature was identified via a systematic search strategy and qualitative framework analysis was then completed with reference to the International Classification of Functioning, Disability, and Health (ICF). Most barriers and facilitators were coded as contextual factors (i.e., environmental and personal factors) within the ICF. Of most prominence were environmental factors including the attitudes and supports of professionals, family members, and society at large. For example, both parents and SLPs held misconceptions about AAC and lacked time to support the implementation of an AAC system. Additional environmental factors related to the AAC I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Mentoring as a Communication Coach in a Public School Setting

George

Warren

2012

Perspect Augment Altern Commun

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People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

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Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC?

Abstract: 2009) Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC?, Journal of Intellectual and Developmental Disability, 34:1, 89-91To link to this article: http://dx.

Cited by 9 publications

References 12 publications

The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability

The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Mentoring as a Communication Coach in a Public School Setting

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