Communication Partners' Perceptions of Their Roles and Responsibilities in the Design, Planning and Use of Augmentative and Alternative Communication With Individuals With Severe or Profound Intellectual Disability: A Qualitative Descriptive Study

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2024-09-18 DOI:10.1111/bld.12620

Edina Hanley, Caroline Dalton, Elaine Lehane, Anne-Marie Martin

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Abstract

Background

This study explores communication partners' perceptions of their roles and responsibilities in the design, planning and use of augmentative and alternative communication (AAC) with individuals with severe/profound intellectual disability.

Methods

A qualitative descriptive approach was used. Purposive sampling, data collection and qualitative content analysis were undertaken simultaneously. Data were collected from nine participants, four parents and five professionals over 4 months through audio or video-recorded, semi-structured, open-ended interviews.

Findings

An overarching theme ‘Maximising Communication through AAC’ emerged, capturing participants' unanimous agreement that their shared goal was to optimise individuals' communication through AAC. This was influenced by three themes: ‘Developing a Communicative Environment’, ‘The Act of Communicating; Attempting to Realise the Individuals' Ability’ and ‘Living with Uncertainty’.

Conclusions

These findings contribute to enhancing understanding of AAC use with individuals with severe/profound intellectual disability and their communication partners.

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与重度或重度智障人士进行补充性和替代性沟通时，沟通伙伴对其角色和责任的认知：一项定性描述性研究

本研究探讨了重度/重度智障人士在设计、规划和使用辅助和替代沟通（AAC）时，沟通伙伴对其角色和责任的认知。方法采用定性描述方法。目的抽样、数据收集和定性内容分析同时进行。在4个月的时间里，通过音频或视频录制、半结构化、开放式访谈，从9名参与者、4名家长和5名专业人士那里收集了数据。“通过AAC最大化沟通”的主题出现了，参与者一致同意他们的共同目标是通过AAC优化个人的沟通。这受到三个主题的影响：“发展交流环境”，“沟通行为”；试图实现个人的“能力”和“生活在不确定性中”。结论本研究结果有助于加深对重度/重度智障患者及其交流伙伴使用AAC的认识。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.