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Views of Speech-Language Pathologists on Telepractice for Children Who Use Augmentative and Alternative Communication
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Biggs, Elizabeth E.; Douglas, Sarah N.; Therrien, Michelle C. S.; Snodgrass, Melinda R. – Intellectual and Developmental Disabilities, 2023
Telepractice has become increasingly utilized in disability services, particularly with recent and ongoing measures to slow the spread of the novel coronavirus (COVID-19). In this study, 361 speech-language pathologists (SLPs) responded to a national, web-based survey about their views on utilizing telepractice with children aged 3 to 21 who used…
Descriptors: COVID-19, Pandemics, Speech Language Pathology, Allied Health Personnel
Professional Networks of Special Educators and Speech-Language Pathologists Working with Students Who Use Augmentative and Alternative Communication
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Biggs, Elizabeth E.; Bumble, Jennifer L.; Hacker, Rebecca E. – Remedial and Special Education, 2023
Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who…
Descriptors: Special Education Teachers, Speech Language Pathology, Allied Health Personnel, Students with Disabilities
Strengthening Professional Networks to Serve Students with Autism Who Have Communication Needs
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Biggs, Elizabeth E. – Intervention in School and Clinic, 2023
Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration.…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Communication Skills, Augmentative and Alternative Communication
Preparedness, Training, and Support for Augmentative and Alternative Communication Telepractice during the COVID-19 Pandemic
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Biggs, Elizabeth E.; Rossi, Elizabeth Burnett; Douglas, Sarah N.; Therrien, Michelle C. S.; Snodgrass, Melinda R. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The global COVID-19 pandemic brought about widespread use of telepractice to provide services to children with communication disorders, including students who use aided augmentative and alternative communication (AAC) such as speech-generating devices. This descriptive quantitative study utilized network analysis to investigate the nature…
Descriptors: COVID-19, Pandemics, Augmentative and Alternative Communication, Communication Disorders
Voices from the Field: Strategies for Effective Telepractice for Children with Autism Who Use Augmentative and Alternative Communication
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Biggs, Elizabeth E.; Therrien, Michelle C. S.; Snodgrass, Melinda R.; Douglas, Sarah N. – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: Providing telepractice services to young children with autism who use augmentative and alternative communication (AAC) can present many challenges for speech-language pathologists (SLPs). At the same time, telepractice can be a valuable service delivery option with unique benefits, such as improving partnerships with families, integrating…
Descriptors: Telecommunications, Children, Autism, Pervasive Developmental Disorders
Augmentative and Alternative Communication Services during the COVID-19 Pandemic: Impact on Children, Their Families and Service Providers
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Therrien, Michelle C. S.; Biggs, Elizabeth E.; Barton-Hulsey, Andrea; Collins, Sara C.; Romano, Mollie – Augmentative and Alternative Communication, 2022
The closure of schools and healthcare facilities across the United States due to COVID-19 has dramatically changed the way that services are provided to children with disabilities. Little is known about how children who use augmentative and alternative communication (AAC), their families and their service providers have been impacted by these…
Descriptors: Augmentative and Alternative Communication, COVID-19, Pandemics, School Closing
Engaging Stakeholders to Improve Social Validity: Intervention Priorities for Students with Complex Communication Needs
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Biggs, Elizabeth E.; Hacker, Rebecca E. – Online Submission, 2021
Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication…
Descriptors: Intervention, Augmentative and Alternative Communication, Special Education Teachers, Paraprofessional School Personnel
Engaging Stakeholders to Improve Social Validity: Intervention Priorities for Students with Complex Communication Needs
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Biggs, Elizabeth E.; Hacker, Rebecca – Augmentative and Alternative Communication, 2021
Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication…
Descriptors: Intervention, Augmentative and Alternative Communication, Special Education Teachers, Paraprofessional School Personnel