The AAC Mentor Project: Web-based instruction in sociorelational skills and collaborative problem solving for adults who use augmentative and alternative communication

Abstract

In this study, we investigated the effects of a self-paced instructional program, delivered via an accessible website, to teach sociorelational skills and collaborative problem-solving skills to adults with cerebral palsy who used augmentative and alternative communication (AAC). The instruction was designed to prepare participants to serve as mentors, in an Internet-based mentor program, for adolescents and young adults who also used AAC (Light & McNaughton, 2002). The effect of the training program was evaluated in two separate studies utilizing single-subject multiple probe designs: Study 1 investigated the effects of Lesson 1 of the web-based instructional program on the acquisition of sociorelational skills by six adults who used AAC; and, Study 2 focused on the effects of Lesson 2 on the acquisition of collaborative problem-solving skills by 15 adults who used AAC. All participants in Study 1 successfully acquired the target sociorelational skills to help them establish positive mentoring relationships with their protégés, and all participants in Study 2 acquired the collaborative problem-solving skills to support protégés in overcoming challenges in their lives and attaining goals. Results are discussed, along with implications for practice and directions for future research.

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

“…Like the earlier work by Lasker and Bedrosian, this line of research is built on the premise that individuals with complex communication needs may be more apt to learn and use AAC systems when they are able to exert some level of self-determination. Beyond the latter work that is focused on the attitudes and preferences of individuals with complex communication needs, there have also been several studies focusing on intervention to build the problem-solving skills of individuals who use AAC (e.g., Light et al, 2007;McCarthy, Light, & McNaughton, 2007). Of particular note is the study by Light and colleagues which provided instruction in problem-solving skills for adults who used AAC, who in turn mentored adolescents and young adults who required AAC, with a view to building the confi dence and resilience of these younger prot é g é s to enhance their outcomes.…”

Family Influences and Academic Success: The Perceptions of Individuals Using AAC

“…The three participants who commented on self-determination supported the notion of teaching problemsolving skills to children who use AAC in order to help them deal with difficulties and stumbling blocks that may hinder accomplishment (Light, McNaughton, krezman, Williams, Gulens, & Galskoy, 2007). All three credit their families for supporting them in making their own decisions.…”

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

“…At present there is a low level of contact among people who use AAC (Light et al, 2007); consequently, those learning to use AAC systems, including SGDs, have few positive role models from the AAC community. Further research is required to discover the impact and efficacy of AAC mentoring on those new to AAC and their families, and how speech pathologists and adults using AAC can collaborate in supporting these new learners to develop AAC competency.…”