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

Abstract

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.

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

“…Assisting students with limited speech to communicate as effectively as possible, thereby ensuring maximum classroom participation, is a complex task that is influenced by multiple factors and involves multiple team members and systems (De Bortoli et al, 2011;De Bortoli, Arthur-Kelly, Mathisen, & Balandin, 2014;Naraian, 2010). Provision and implementation of aided AAC in classrooms may enable students to take an active part in the academic and social dimensions of classroom life.…”

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

“…Teachers and support workers also expressed that they did not understand the purpose of AAC, which resulted in limited use of these systems (Greenstock & Wright, 2011;Trembath, Iacono, Lyon, West, & Johnson, 2014). In addition, some professionals were reported to lack passion and confidence, and were hesitant to learn about AAC (De Bortoli et al, 2014;Trembath et al, 2014). This hesitation was exemplified by a SLP reflecting on the comments of a teacher who said that "maybe next year he'll find a teacher who is more interested" in programming and training the student to use AAC (Lindsay, 2010, p. 215).…”

“…This hesitation was exemplified by a SLP reflecting on the comments of a teacher who said that "maybe next year he'll find a teacher who is more interested" in programming and training the student to use AAC (Lindsay, 2010, p. 215). AAC use was however reportedly supported by professionals who held realistic goals and expectations, did not make assumptions, viewed the systems as beneficial, and were dedicated to supporting communication development (De Bortoli et al, 2014;Donato, Shane, & Hemsley, 2014;Hemsley et al, 2014;Lund & Light, 2007). For example, one parent described the benefits of working with "very dedicated augmentative communication professionals that had a vision and then had incredible dedication and commitment" to finding out how her son was going to communicate (Lund & Light, 2007, p. 330).…”

“…For example, one parent described the benefits of working with "very dedicated augmentative communication professionals that had a vision and then had incredible dedication and commitment" to finding out how her son was going to communicate (Lund & Light, 2007, p. 330). Within schools, a culture supportive of communication was considered to be very beneficial, and reportedly stemmed from principals who were interested in AAC (De Bortoli et al, 2014).…”

“…table 4, the support of professionals both hindered and supported the use of AAC systems. There were examples of professionals across all groups who were inexperienced in supporting people with complex communication needs, and who lacked time to seek the necessary training (S. Balandin et al, 2007;De Bortoli et al, 2014;Lund & Light, 2007;McKelvey, Evans, Kawai, & Beukelman, 2012;Trembath et al, 2014). Therefore, AAC systems that required the communication partner to have particular skills (e.g., understanding sign language, knowledge of idiosyncratic movements, or using auditory scanning) were not able to be used without a trained communication partner present (Hemsley et al, 2013;Hemsley et al, 2014;Martin et al, 2012).…”