PURPOSE: Although advancements in technology have expanded the use of augmentative and alternative communication (AAC) devices for children with disabilities, the use of AAC devices in school and home settings is often inconsistent. The purpose of this study was to examine family members' perceptions regarding the use of AAC devices. Factors that were perceived to affect student's use of AAC devices, family expectations, and benefits of AAC device use were explored. METHOD: Semistructured interviews were conducted with 6 family members (primary caregivers) of 7 youth who primarily use AAC devices to communicate in the school environment. The interviews were analyzed using cross-case analysis. RESULTS: A variety of common perspectives emerged from the data, including four thematic categories: expectations, facilitators, barriers, and benefits of AAC device use. IMPLICATIONS: Information gained in this investigation may be used to improve professional-family and teaming relationships and serve to benefit AAC users in school and home settings.
PURPOSE: Although advancements in technology have expanded the use of augmentative and alternative communication (AAC) devices for children with disabilities, the use of AAC devices in school and home settings is often inconsistent. The purpose of this study was to examine family members' perceptions regarding the use of AAC devices. Factors that were perceived to affect student's use of AAC devices, family expectations, and benefits of AAC device use were explored. METHOD: Semistructured interviews were conducted with 6 family members (primary caregivers) of 7 youth who primarily use AAC devices to communicate in the school environment. The interviews were analyzed using cross-case analysis. RESULTS: A variety of common perspectives emerged from the data, including four thematic categories: expectations, facilitators, barriers, and benefits of AAC device use. IMPLICATIONS: Information gained in this investigation may be used to improve professional-family and teaming relationships and serve to benefit AAC users in school and home settings.
Authors: Petra Karlsson; Tom Griffiths; Michael T Clarke; Elegast Monbaliu; Kate Himmelmann; Saranda Bekteshi; Abigail Allsop; René Pereksles; Claire Galea; Margaret Wallen Journal: BMC Neurol Date: 2021-02-10 Impact factor: 2.474
Authors: Lawren VandeVrede; Peter A Ljubenkov; Julio C Rojas; Ariane E Welch; Adam L Boxer Journal: Neurotherapeutics Date: 2020-10 Impact factor: 7.620