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“Speech is the most important thing we have. It makes us a person and not a thing. No one should ever have to be a thing.” -Dorene Individual who uses AAC. Augmentative Communication-How Do Pediatric Occupational and Physical Therapists Fit In? . Molly Shannon, OTR/L, ATP
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“Speech is the most important thing we have. It makes us a person and not a thing. No one should ever have to be a thing.”-Dorene
Individual who uses AAC
Molly Shannon, OTR/L, ATP
Tammy Pereboom, PT, ATP
North Carolina Assistive Technology Program
High Tech techniques/devices with voice output that provide students with a way to speak intelligibly. These approaches give the student the opportunity to use pictures, words, or letters to produce
“Please, turn on the fan.”
“I want a drink.” or
“I am hungry.”
or many messages, some text based only and some with icon picture support (some with both!).
Christy Brown, 1954
My Left Foot, movie and book
How can therapists not believe that
we are a vital component of AAC delivery?
Communication is not only the essence of being human, but also a vital property of life.
John A. Piece
If you want to know what it is like to be unable to speak, there is a way. Go to a party and don’t talk. Play mute. Use your hands if you wish, but don’t use paper and pencil. Paper and Pencil are not always handy for a mute person. Here is what you will find: people talking: talking behind, beside, around, over, under through, and even for you. But never with you. You are ignored until finally you feel like a piece of furniture.
Categories of AT: Today’s Focus is AAC But Access Overlaps All Areas of Course!
S= site of control
P=position of input
T=targeting methodMSIPT, handout is an old form, but nice! Assessment form, hard to find anymore
Assess to meet today’s needs, then tomorrow’s, and tomorrow’s and tomorrow’s…
Beukelman and Mirenda
Principles of Assistive Technology Evaluations
•Smith (1993) points out that the Goal: Is not Which Device, Rather….
What (The child needs to be able to do)
Where (In what environment)
Why (For what specific purpose)
How (Possible ways to help the child accomplish described tasks in specific environments)
Then, which device combined with which services and which individual strategies=FEATURE MATCHING
Single switch scanning
Least Restrictive Access
Most Restrictive Access
1. Direct Selection: Determine student’s gross and fine motor abilities as related to accessing a system using direct selection, including
used to be! 4K-20 depending upon if buying AAC device or computer
Movement Issues: naturally occurring, volitional, social and communication issues, motivation is key
Positioning and Environmental Concerns: team assessment helps, space constrictions, reflexes, mounting, different locales/times different access?
Performance Variables: Target size, Force,Timing, Accuracy, Efficiency, Durability, Safety and Fatigue
User Input:Interest and acceptance, Fun for younger users, Increases independence, Comfortable, Ease of use, Reliability, Cost issues
Professional or Family Support Pointers: Wait!, consider previous attempts, try it yourself!, ease and reliability of set-up by staff/families
Neuromuscular (ALS, MD, SMA): strength, ROM, fatigue
Spinal Cord Injuries: high level quads
bright, big, sturdy
Pressure, rocker, wobble switches. Mounting!
Spec, light touch, blink, P switch, cup, microlite
Sip and puff, tongue, head controlled
Big Red, Bass, wobble, auditory
Texture switch, auditory feedbackIdeas for Feature Matching with Switches: Varies with Clients!
Stainback and Stainback
A Brief History of Time
“For a time after the tracheostomy operation the only way I could communicate was to spell out words letter by letter, by raising my eyebrows when someone pointed to the right letter on a spelling card. It is pretty difficult to carry on a conversation like that, let alone write a scientific paper.”
Rear folding mount
Easy to assemble and disassemble.
Mounts to both left and right side.
Fully adjustable-Base turns 360 degrees.
Mounts to square or round tubing.
Works with most light weight devices.
Max load 5lbs.
Mounts to wheelchairs, hospital beds, walkers, IV poles and more.
Come with device quick release.
Mounts to vertical or horizontal tubing.
Choice of length 9" to 16" or 16" to 21".
(insert AT or therapist, parents, etc)ASHA and Callier Center, Dallas
1. I wish my teacher would joke with me.
2. I wish my teacher would learn how to work my communication device.
3. I wish my teacher would stop shouting at me like I can’t hear.
4. I wish my teacher would remember that I don’t always spell very well.
5. I wish my teacher wouldn’t have a heart attack when my device doesn’t work.
6. I wish my teacher would have more patience with me.
7. I wish my teacher wouldn’t hit my machine when it doesn’t work-that’s my mouth she’s hitting!
8. I wish my teacher would call on me for Share Day.
9. I wish my teacher would give me enough time to say what I’m thinking.
10. I wish I could walk and talk like my sister and brother.