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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
Ecological Systems for Students Who Use AAC: Stakeholders' Views on Factors Impacting Intervention and Outcomes
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Biggs, Elizabeth E.; Hacker, Rebecca E. – Research and Practice for Persons with Severe Disabilities, 2021
Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on…
Descriptors: Augmentative and Alternative Communication, Students with Disabilities, Severe Disabilities, Parent Attitudes
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
Peer reviewed Peer reviewed
Direct linkDirect link
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