Using Mobile Technology for Communication in the Educational Setting

2015 ◽  
Vol 24 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Meghan O'Brien
Keyword(s):  
Case Studies ◽  
Mobile Technology ◽  
Feature Matching ◽  
School Setting ◽  
Educational Setting ◽  
Complex Communication Needs ◽  
Matching Process ◽  
Communication Needs ◽  
Technology Systems

This article is intended to emphasize the importance of using a feature-matching process when identifying mobile technology systems for students with complex communication needs. The reader will be able to apply features of the needs and abilities of the student to the features of a mobile tech system (commercially available system with application) to determine if it is a match for the student. Case studies are used to illustrate the feature matching process in the school setting.

AAC Evaluations and New Mobile Technologies: Asking and Answering the Right Questions

2011 ◽  
Vol 20 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Debby McBride
Keyword(s):  
Mobile Technology ◽  
Feature Matching ◽  
Evaluation Process ◽  
Mobile Technologies ◽  
High Tech ◽  
Matching Process ◽  
Ease Of Access ◽  
Communication Needs ◽  
The Individual ◽  
The Right

Abstract The latest mobile technology options have heightened the interest in AAC today. Due to the ease of access and the availability of this technology, there are considerably more device choices available for persons with complex communication needs (CCN). There is an opportunity to build upon the enthusiasm surrounding these new mobile technologies by including all stakeholders in the AAC evaluation process. The clinician needs to ensure the use of sound AAC evaluation principles and procedures and prioritize the individual needs of the communicator. Recommendations about the use of an AAC high-tech device should flow from the evaluation and feature-matching process. The purpose of this paper is to suggest new ways to revisit the basics of a comprehensive AAC evaluation in order to better ensure that individuals who use AAC are being provided with the tools and features they need.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Recent Advances in Augmentative and Alternative Communication

2015 ◽  
pp. 128-140
Author(s):  
Toby B. Mehl-Schneider
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Novel Technologies ◽  
Recent Advances ◽  
Assessment And Treatment ◽  
Communication Needs

With the increased development of mobile technologies, such as smartphones and tablets (i.e. iPhone, iPad), the field of augmentative and alternative communication (AAC) has changed rapidly over the last few years. Recent advances in technology have introduced applications (apps) for AAC purposes. These novel technologies could provide numerous benefits to individuals with complex communication needs. Nevertheless, introducing mobile technology apps is not without risk. Since these apps can be purchased and retrieved with relative ease, AAC assessments and collaborative evaluations have been circumvented in favor of the “quick fix”-simply ordering a random app for a potential user, without fully assessing the individual's needs and abilities. There is a paucity of research pertaining to mobile technology use in AAC. Therapists, parents and developers of AAC applications must work collaboratively to expand the research pertaining to the assessment and treatment of children who utilize AAC mobile technologies for communication purposes.

Recent Advances in Augmentative and Alternative Communication

2016 ◽  
pp. 2236-2248
Author(s):  
Toby B. Mehl-Schneider
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Novel Technologies ◽  
Recent Advances ◽  
Assessment And Treatment ◽  
Communication Needs

With the increased development of mobile technologies, such as smartphones and tablets (i.e. iPhone, iPad), the field of augmentative and alternative communication (AAC) has changed rapidly over the last few years. Recent advances in technology have introduced applications (apps) for AAC purposes. These novel technologies could provide numerous benefits to individuals with complex communication needs. Nevertheless, introducing mobile technology apps is not without risk. Since these apps can be purchased and retrieved with relative ease, AAC assessments and collaborative evaluations have been circumvented in favor of the “quick fix”-simply ordering a random app for a potential user, without fully assessing the individual's needs and abilities. There is a paucity of research pertaining to mobile technology use in AAC. Therapists, parents and developers of AAC applications must work collaboratively to expand the research pertaining to the assessment and treatment of children who utilize AAC mobile technologies for communication purposes.

Augmentative and Alternative Communication in an Elementary School Setting: A Case Study

2021 ◽  
pp. 1-14
Author(s):  
Virginia L. Walker ◽  
Yun-Ching Chung
Keyword(s):  
Elementary School ◽  
Augmentative And Alternative Communication ◽  
School Setting ◽  
Future Research ◽  
Alternative Communication ◽  
Function Type ◽  
Complex Communication Needs ◽  
School Settings ◽  
Communication Needs

Purpose: Although there is a strong evidence base supporting the use of augmentative and alternative communication (AAC) in school settings, the research-to-practice gap in this area remains a concern. Few studies have examined how AAC systems are implemented in school settings and whether these systems adequately promote communicative competence for students with complex communication needs. The aim of this case study was to better understand the ways in which elementary-age students with complex communication needs used AAC throughout daily routines. Method: Observations of five students, four receiving services under the category of autism and one under intellectual disability, in school settings were conducted to document the communication function, type of AAC systems used, and the times and activities during which AAC systems were accessible. In addition, supplemental interviews were conducted to understand the rationale for AAC implementation from the perspective of the special education teacher and speech-language pathologist. Results: Overall, findings from the observations and interviews indicated that a variety of AAC modes were utilized. Interactions represented a range of communicative functions, with the exception of social closeness, and were primarily observed during academic activities. However, there were some discrepancies between observations and interview data. Conclusions: Although these findings provide insight into how students with complex communication needs may use AAC in elementary school settings, more research is needed to explore AAC use across a range of students, classrooms, and schools. We present specific future research directions, along with implications and recommendations for AAC teams and researchers.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

2013 ◽  
Vol 22 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Debora Downey ◽  
Mary Beth Happ
Keyword(s):  
Health Care Providers ◽  
Communication Disorders ◽  
Provider Communication ◽  
Nurse Training ◽  
Care Providers ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Team Members ◽  
Patient Provider Communication ◽  
Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

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