'When I first got it, I wanted to throw it off a cliff': the challenges and benefits of learning AAC technologies as described by adults who use AAC.
Seven individuals (aged 21-41 years) with cerebral palsy and who used speech generating augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technologies. The focus group was conducted on the Internet over a...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 21; no. 3; pp. 165 - 187 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=106399189&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 106399189 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Sep2005 vid: 21 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 106399189 10.1080/07434610500140360 ppf: 165 ppct: 22 formats: tig: atl: 'When I first got it, I wanted to throw it off a cliff': the challenges and benefits of learning AAC technologies as described by adults who use AAC. aug: au: Rackensperger T Krezman C McNaughton D Williams MB D'Silva K sug: ab: Seven individuals (aged 21-41 years) with cerebral palsy and who used speech generating augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technologies. The focus group was conducted on the Internet over a 9-week period. Five major themes emerged from the discussion: (a) selection of an AAC device; (b) knowledge and skills needed to use AAC technologies; (c) instruction and practice activities; (d) assessment of skill acquisition; and (e) advice to others. Participants reported that a consumer-driven assessment approach, which included the opportunity to discuss options with other individuals who used AAC, was key to the selection of an appropriate device. Participants identified a wide variety of important supports to learning how to make effective use of AAC technologies, including text and technological supports, individual exploration, learning from professionals, drill and practice, learning from peers, and opportunities for functional use in the community. For the participants, successful use of AAC technology was best assessed by functional use in the community. pubtype: Academic Journal doctype: Journal Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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