TY - JOUR
T1 - "When I first got it, I wanted to throw it off a cliff"
T2 - The challenges and benefits of learning AAC technologies as described by adults who use AAC
AU - Rackensperger, Tracy
AU - Krezman, Carole
AU - McNaughton, David
AU - Williams, Michael B.
AU - D'Silva, Karen
PY - 2005/9/1
Y1 - 2005/9/1
N2 - 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.
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.
UR - http://www.scopus.com/inward/record.url?scp=27744572537&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=27744572537&partnerID=8YFLogxK
U2 - 10.1080/07434610500140360
DO - 10.1080/07434610500140360
M3 - Article
AN - SCOPUS:27744572537
VL - 21
SP - 165
EP - 186
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
SN - 0743-4618
IS - 3
ER -