The field of speech-language pathology (SLP) continually evolves with advancements in technology and research. One significant area of growth is the use of Augmentative and Alternative Communication (AAC) devices, particularly Speech-Generating Devices (SGDs), for individuals with intellectual disabilities (ID). The research article "La pratique orthophonique au Québec auprès d'individus ayant une déficience intellectuelle qui utilisent une aide à la communication avec sortie vocale" by Valiquette, Sutton, and Ska (2010) provides valuable insights into current practices and obstacles in this domain. This blog aims to help practitioners enhance their skills by implementing research outcomes or encouraging further investigation.
Understanding the Research
The study conducted by Valiquette et al. (2010) highlights the perspectives of eleven speech-language pathologists (SLPs) on their professional practice with individuals who have ID and use SGDs. The research identified several key areas:
- Evaluation: Assessing the communication abilities and needs of individuals with ID to determine appropriate AAC interventions.
- Selection of AAC Devices: The process of choosing suitable SGDs based on the individual's capabilities and environmental factors.
- Intervention: Implementing strategies to train users and their communication partners in effectively utilizing SGDs.
- Obstacles: Challenges faced by SLPs, such as lack of resources, insufficient training, and limited collaboration among stakeholders.
Implementing Research Outcomes
To improve SLP practices, consider the following recommendations based on the research findings:
1. Comprehensive Evaluation
Ensure a thorough evaluation process that includes:
- Assessing the individual's communication abilities, cognitive skills, and motor functions.
- Involving multidisciplinary teams, including occupational therapists and educators, to gain a holistic understanding of the individual's needs.
- Using standardized tools and procedures to maintain consistency and reliability in evaluations.
2. Collaborative Goal Setting
Set clear, measurable communication goals in collaboration with all stakeholders, including families and educators. This approach ensures that the selected AAC interventions align with the individual's daily communication needs and routines.
3. Tailored AAC Device Selection
Choose AAC devices that match the individual's abilities and environmental contexts. Consider factors such as:
- The individual's capacity to use symbols and generate messages.
- The support available from family and educators.
- The technical features of the device, such as portability and ease of use.
4. Effective Training and Support
Provide comprehensive training for both the AAC user and their communication partners. This includes:
- Teaching the user how to operate the device and generate messages.
- Training communication partners to support the user effectively, ensuring consistent use across different environments.
- Regularly updating the device's vocabulary and settings to meet the evolving needs of the user.
5. Addressing Obstacles
Identify and mitigate obstacles that hinder effective AAC implementation:
- Advocate for increased resources and training opportunities for SLPs.
- Foster collaboration among all stakeholders to ensure a unified approach to AAC intervention.
- Utilize support from AAC device manufacturers for technical assistance and training.
Encouraging Further Research
While the study by Valiquette et al. (2010) provides a solid foundation, ongoing research is essential to refine and expand AAC practices. SLPs are encouraged to:
- Engage in continuous professional development to stay updated on the latest research and technologies in AAC.
- Participate in collaborative research projects to explore new interventions and strategies.
- Share findings and best practices with the broader SLP community to promote evidence-based practices.
To read the original research paper, please follow this link: La pratique orthophonique au Québec auprès d'individus ayant une déficience intellectuelle qui utilisent une aide à la communication avec sortie vocale.
