The Importance of Choice
Choice is important to every individual, especially for those who have difficulties expressing themselves. This post is all about a peer reviewed article and how to relate it back to the AAC in a classroom, or available to children.
In the article What's on your mind? Conversation Topics Chosen by People with Degenerative Cognitive-Linguistic Disorders for Communication Boards* a study was done with the geriatric population with probable Alzheimer's Disease (AD) or primary progressive aphasia (PPA).
In the study they spoke about how being able to have conversation added meaning to social roles and improved the health-related quality of life. But because of the difficulties that both AD and PPA have with finding words with speed, and other cognitive-linguistic difficulties many in geriatrics miss out. on opportunities. The article also states that many people with AD can improve their social network through the use of external memory aids. People want to have a vocabulary that is available to them to maintain socially relevant connections especially in their daily conversation and life. Without that it increases social withdrawal.
Now talking this idea of this article into the classroom. Sitting with kids they love to tell stories, it is almost human nature for people to want to tell all about themselves, their friends (both real and imaginary), explorative stories and so much more. The same is true of so many children with speech disorders. In a classroom having a speech communication device that they can use under their own power and available for them to change as they need, is a huge step and can create so many open and available paths for kids.
The article talks about how adults with communication needs must be selected by their family or professionals. This is very similar for children, especially if they are younger, their lexicon is chosen by those around them, including teachers. They also may rely on the AAC apps on mobile technologies. There are chances to customize those as well. Making sure that the child feels comfortable with their AAC device is key to keep them using it. This should be as effective as a any physical prosthesis. It is also very important that the AAC works for both the person with the disability and their communication partner.
There are so many ways to make things more beneficial for communication boards. Carefully working with the client to know what vocabulary they need to increase their daily activities and social groups.
This reminds me of an individual at the disability center I worked at is. James** was nonverbal and had a several pictures taped to his board for him to use to communicate. James is a hugger, and he did have a picture on his board "I'd like a hug". His board was accurate for him, I did notice that he always was doing puzzles in the classroom. I added a square I made to his board that said 'puzzles' and he would use it with me but not the other staff.
* Fried-Oken, M., Daniels, D., Ettinger, O., Mooney, A., Noethe, G., & Rowland, C. (2015). What's on your mind? conversation topics chosen by people with degenerative cognitive-linguistic disorders for communication boards. American Journal of Speech-Language Pathology, 24(2), 272-280. doi:10.1044/2015_AJSLP-14-0057
**Name Changed
In the article What's on your mind? Conversation Topics Chosen by People with Degenerative Cognitive-Linguistic Disorders for Communication Boards* a study was done with the geriatric population with probable Alzheimer's Disease (AD) or primary progressive aphasia (PPA).
In the study they spoke about how being able to have conversation added meaning to social roles and improved the health-related quality of life. But because of the difficulties that both AD and PPA have with finding words with speed, and other cognitive-linguistic difficulties many in geriatrics miss out. on opportunities. The article also states that many people with AD can improve their social network through the use of external memory aids. People want to have a vocabulary that is available to them to maintain socially relevant connections especially in their daily conversation and life. Without that it increases social withdrawal.
The article details the method they used to find and create conversation boards for the clients in the study. From the 109 communication boards created to use in conversation, there were 9 common themes; Hobbies, Family, Travel, Work, Home/Places I've Lived, Sports/Fitness, Religion, Animals, and World War II. They came the conclusion that
"Adults with language impairments are like most folks: They choose to talk about life experiences, family connections, and information necessary for daily activities and ordinary normal life."
Another interesting discussion that arose from this article is "For both aphasia scripts and low-tech communication boards, topics are personal, narrative, and revolve around interests that define who the speakers are...none of the topics concerned basic needs...no desire...to discuss topics such as mobility, health care, dressing, or housekeeping."
Now talking this idea of this article into the classroom. Sitting with kids they love to tell stories, it is almost human nature for people to want to tell all about themselves, their friends (both real and imaginary), explorative stories and so much more. The same is true of so many children with speech disorders. In a classroom having a speech communication device that they can use under their own power and available for them to change as they need, is a huge step and can create so many open and available paths for kids.
The article talks about how adults with communication needs must be selected by their family or professionals. This is very similar for children, especially if they are younger, their lexicon is chosen by those around them, including teachers. They also may rely on the AAC apps on mobile technologies. There are chances to customize those as well. Making sure that the child feels comfortable with their AAC device is key to keep them using it. This should be as effective as a any physical prosthesis. It is also very important that the AAC works for both the person with the disability and their communication partner.
There are so many ways to make things more beneficial for communication boards. Carefully working with the client to know what vocabulary they need to increase their daily activities and social groups.
This reminds me of an individual at the disability center I worked at is. James** was nonverbal and had a several pictures taped to his board for him to use to communicate. James is a hugger, and he did have a picture on his board "I'd like a hug". His board was accurate for him, I did notice that he always was doing puzzles in the classroom. I added a square I made to his board that said 'puzzles' and he would use it with me but not the other staff.
* Fried-Oken, M., Daniels, D., Ettinger, O., Mooney, A., Noethe, G., & Rowland, C. (2015). What's on your mind? conversation topics chosen by people with degenerative cognitive-linguistic disorders for communication boards. American Journal of Speech-Language Pathology, 24(2), 272-280. doi:10.1044/2015_AJSLP-14-0057
**Name Changed
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