图书共享与AAC远程实践:教程

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2021-06-24 DOI:10.1177/15257401211024539

Kathleen J. Abendroth, Judith Oxley, Kathy Hays

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引用次数: 0

摘要

远程实践为言语病理学家（SLP）提供了更大的灵活性来支持语言发展，包括为有复杂沟通需求的客户提供紧急识字能力。然而，临床医生可能不确定如何将书籍与增强和替代通信（AAC）相结合，而不是远程实践。在概述了远程实践、图书共享和电子助手之后，我们描述了将故事书与AAC在线结合的四种实用方法。其中包括：（a）使用可访问的书籍，（b）屏幕共享电子书和通信辅助工具，（c）改编幻灯片，以及（d）创建异步视频。最后，我们为AAC建模、在故事书中优先考虑情绪以及临床主管提供建议。该主题可以指导未来的研究人员，并与希望使用辅助通信系统为客户支持语言开发的执业临床医生相关。

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Book Sharing With AAC Over Telepractice: A Tutorial

Telepractice offers speech-language pathologists (SLPs) increased flexibility to support language development, including emergent literacy in clients with complex communication needs. However, clinicians may feel uncertain how to pair books with augmentative and alternative communication (AAC) over telepractice. Following an overview of telepractice, book sharing, and e-helpers, we describe four practical ways to combine storybooks with AAC online. These include: (a) using accessible books, (b) screen sharing e-books and communication aid, (c) adapting slide shows, and (d) creating asynchronous videos. Finally, we offer suggestions for modeling AAC, prioritizing emotions in storybooks, and tips for clinical supervisors. This topic can direct future researchers and is relevant to practicing clinicians who want to support language development for clients using aided communication systems.

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.