A very interesting discussion, indeed. I removed individual's names for the sake of privacy. Tune in to ASHA Community's SIG 12 discussion board for more and similar conversations about AAC!
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Topic: AAC and students who can speak?
Initial Post:
I have had several situations surface where different
SLPs in my school district want me to issue Aug Com devices to students
who have intelligible verbal speech. In two of the cases, the students
are so language impaired that they are having difficulty expressing
their thoughts in a logical way that others can follow. (I think the
difficulty lies in severe syntax and vocabulary deficits.) The other
student is a high school student who is not really motivated to interact
with people in his environment (at home or school), but can read, write
and speak when he chooses to. In all three cases, the students are
able to use their voices and produce intelligible speech. I'm wondering
if other AAC people are facing this dilemma? My initial reaction is to
reserve the limited number of aug com devices that we have for students
who don't have any other way to express themselves. Is my thinking too
narrow in this respect? It is a philosophical question, I suppose, but I
want to know how others are thinking. Thanks, in advance for your
input.
Salem OR
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This can be a controversial topic in IEP meetings and is certainly based
upon one's personal philosophy. That being said, I have had to advocate
for students to obtain AAC devices that have intelligible verbal speech
for a few reasons:
1. Many students can produce verbal speech
that is scripted, but are unable to produce novel language especially in
times of high task demand.
2. Not all verbal speech is communicative in nature (e.g. self-stimulatory speech).
3. Some students can formulate novel language, but are unable to initiate independently.
I have seen many students dramatically improve their overall
communication with the addition of assistive technology whose necessity
was determined by the individual IEP teams.
Oceanside CA
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I agree this topic can be very controversial. In my experience there are other factors to consider.
1- Is the device scaffolding the person's communication skills whereby it is augmenting the person's ability to communicate?
2-With the advent of smart phones, IPADs/IPODS, families believe that
these devices believe that the device will improve/normalize the
student's communication abilities. This may or may not be true. So the
question, does the device facilitate interactions or is it the latest
gadget.
3-The use of these devices are now being expanded to
not simply be a dedication communication device but an educational tool
as well.
3-A two to three month trial of a device and
appropriate software/APP's has a way of teasing out whether a device is
helpful or ultimately be abandoned.
4-The price point of many of
these devices is cheap. Often times they are purchased for children as
presents. Talking about these devices with the family and teachers to
assess their commitment to use also needs to be considered. Access and
Opportunity Barriers may be eliminated through this dialog.
Westfield NJ
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It is a valid question. We have obtained AAC devices (mid to high tech)
for a few students who have understandable speech. Two were apraxic
(understandable but with compromised intelligibility) and one who only
used 2 word utterances at most to express himself. Our "barometer" for
justifying devices were whether or not, given an emergency or medical
situation, the student could effectively communicate and actively
participate in an exchange to get help. Some scenarios you have to take
into account are ones where the referent isn't necessarily available
(medical distress in a restaurant, at a ball game, etc) as well as one
where the information has to be given in a fast manner, perhaps even in a
chaotic environment. In all of those possible scenarios, our students
would be very hard-pressed to provide a clear message. Of course, there
are a million other daily social communication scenarios where you
could apply the same questions to help you make that decision, but for
Medicaid purposes, you have to look at a medical justification, which is
a strong justification for a device in and of itself.
In a real
life example, I had an adult client in a day program during my graduate
work that had a fracture to his leg. He could say clear enough to be
understood, "My leg hurts." He repeated this sentence on and off, for 3
days straight, but when asked where exactly or how much it hurt, he
could not be specific.. He continued to walk on it throughout the week.
On day 4, he was given an Xray, which is when the extent of is injury
was revealed and his leg was casted. If he had an AAC way to be more
specific (not even necessarily a high end device) would his medical
attention have occurred sooner? Given my added 20 years of AAC
experience, my answer would be yes.
SLP-NY
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I would encourage you to consider the possibility. Do an evaluation to
see if trying something on a trial basis would be beneficial. If the
evaluation process reveals some benefits, try something out and take
data! If you see improvements in communication skills comparing verbal
vs. use of AAC strategies, you will have solid information upon which
you can base your recommendation.
Tinley Park IL
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Why does the automatic assumption for AAC have to be high tech?
Sometimes a low tech option such as core vocabulary provides enough
structure for an individual to organize words so he/she can initiate,
create novel phrases etc.
Pampa TX
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