Working with children with cortical visual impairment who use augmentative and alternative communication: implications for improving current practice

IF 2.1 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Augmentative and Alternative Communication Pub Date : 2022-04-03 DOI:10.1080/07434618.2022.2085622

Fei Luo, S. Blackstone, Jesse A. Canchola, Christine Roman-Lantzy

{"title":"Working with children with cortical visual impairment who use augmentative and alternative communication: implications for improving current practice","authors":"Fei Luo, S. Blackstone, Jesse A. Canchola, Christine Roman-Lantzy","doi":"10.1080/07434618.2022.2085622","DOIUrl":null,"url":null,"abstract":"Abstract The aim of this study was to describe how professionals from multiple disciplines (e.g., speech-language pathologists, teachers, occupational therapists) in the United States reported challenges they face in delivering services to children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC). Three surveys were utilized to identify barriers to and priorities for improving educational and clinical services and in-service and preservice education from the perspectives of professionals in school, community, and university settings. Results suggest that current service delivery models may not be meeting the needs of either children with CVI who use AAC or the professionals whose job it is to provide them with services. Professionals in community-based settings appeared to encounter more barriers. Findings help to support a discussion about approaching AAC interventions for children with CVI who use AAC by adopting interprofessional collaborative practice (IPCP) and interprofessional education (IPE) models, which reflect long-standing best practice guidelines for AAC service delivery and are encouraged by multiple professional organizations.","PeriodicalId":49234,"journal":{"name":"Augmentative and Alternative Communication","volume":"32 1","pages":"91 - 105"},"PeriodicalIF":2.1000,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Augmentative and Alternative Communication","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/07434618.2022.2085622","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}

引用次数: 3

Abstract

Abstract The aim of this study was to describe how professionals from multiple disciplines (e.g., speech-language pathologists, teachers, occupational therapists) in the United States reported challenges they face in delivering services to children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC). Three surveys were utilized to identify barriers to and priorities for improving educational and clinical services and in-service and preservice education from the perspectives of professionals in school, community, and university settings. Results suggest that current service delivery models may not be meeting the needs of either children with CVI who use AAC or the professionals whose job it is to provide them with services. Professionals in community-based settings appeared to encounter more barriers. Findings help to support a discussion about approaching AAC interventions for children with CVI who use AAC by adopting interprofessional collaborative practice (IPCP) and interprofessional education (IPE) models, which reflect long-standing best practice guidelines for AAC service delivery and are encouraged by multiple professional organizations.

查看原文本刊更多论文

与使用辅助和替代交流的皮质性视觉障碍儿童一起工作:改进当前实践的意义

摘要:本研究的目的是描述来自美国多个学科的专业人员(如语言病理学家、教师、职业治疗师)如何报告他们在为使用辅助和替代沟通(AAC)的皮质性视觉障碍(CVI)儿童提供服务时所面临的挑战。从学校、社区和大学专业人员的角度，利用三项调查来确定改善教育和临床服务以及在职和职前教育的障碍和优先事项。结果表明，目前的服务模式可能既不能满足使用AAC的CVI儿童的需求，也不能满足为他们提供服务的专业人员的需求。以社区为基础的专业人员似乎遇到了更多的障碍。研究结果有助于讨论如何通过采用跨专业合作实践(IPCP)和跨专业教育(IPE)模式对使用AAC的CVI儿童进行AAC干预，这些模式反映了长期以来AAC服务提供的最佳实践指南，并受到多个专业组织的鼓励。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Augmentative and Alternative Communication AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-

CiteScore

2.80

自引率

15.00%

发文量

审稿时长

>12 weeks

期刊介绍： As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide. Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014). Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).