Exploring Interagency Collaboration in AAC Intervention

Autor/inn/en	Alant, Erna; Champion, Annette; Peabody, Erin Colone
Titel	Exploring Interagency Collaboration in AAC Intervention
Quelle	In: Communication Disorders Quarterly, 34 (2013) 3, S.172-183 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740112455432
Schlagwörter	Intervention; Augmentative and Alternative Communication; Expressive Language; Delayed Speech; Program Implementation; Severe Disabilities; Developmental Disabilities; Developmental Delays; Assistive Technology; Agency Cooperation; Partnerships in Education; Pretests Posttests; Interviews; Participant Satisfaction; Protocol Analysis; Protocol Materials; Speech Language Pathology; Program Effectiveness; Grade 2 + Suchen Sie Ihr Suchwort? Sprachverzögerung; Severe disability; Schwerbehinderung; Entwicklungsstörung; Entwicklungsverzögerung; Hochschulpartnerschaft; Interviewing; Interviewtechnik; Unterrichtsprotokoll; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade student who had developmental and severe expressive language delays. Based on the collaboration that was initiated between university and school corporation during the device acquisition process, it was determined that an interagency support system for this student would provide the best long-term solution for training, implementation, and maintenance related to her device. The participant's intervention progress before and after intervention was described using tests and video interactions. Interviews with the principal collaborators (two speech and language pathologists) and the parent were conducted post intervention. Findings revealed positive changes in performance on the receptive and expressive vocabulary testing and scores on communication functions used based on video analyses before and after intervention. Spontaneous device use at home and school was, however, limited. As the study represented one case, no further statistical analysis was conducted. Finally, some reflections on the process were provided by the two main interagency collaborators as well as the mother of the participant, and implications for future intervention were discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10