Technique

Meet Miss “J”

My first client in speech therapy has not only been interesting but has also been a great experience. My client is a twenty-two year old female, who was diagnosed as a child with a syndrome called Cavun Setum Pellicidum. J. has received therapy at West Virginia University Speech and Hearing Center from 1989-1996 and then returned in 2001 to the present.
To communicate, my client uses a variety of alternative communication devices (AAC) as well as nontraditional sign language. My client’s alternative communicate devices included the following: a laminated poster board which contains words used in her daily environment; a small personal notebook which includes one and two word phrases; and a larger personal communication notebook which includes one and two word phrases.


Past Treatment:

J. has been coming to therapy twice a week for fifty minute sessions. Two goals from previous therapy have been to enhance J’s receptive and expressive languages with both her small and large notebook. Recently, the Vantage, which is an AAC device, has been introduced to J.

Goals for this semester:

In therapy, I have had three main goals I have been focusing on. These goals work to enhance my client’s receptive and expressive languages. The first two goals have been working with my client’s personal forms of communication by using her small and large personal communication notebook. The last goal has been to familiarize my client with an actual AAC device and to present a new lesson each day to work on spelling and saying words out loud.
The Vantage, AAC device, has been the main focus of therapy this fall. The Vantage is comparable to the Picture Exchange Communication System (PECS), but, instead of using just cards it was also on the computer so every word has been digital.

Technique:

My technique when teaching on the Vantage is to provide visual cues with everything I do. For example, whenever I teach my client the word family, I present the actual letters of family, a picture of a family, and say family in a sentence before I ask my client to find the icon for family on the Vantage.

Supporting Evidence:
- Research Literature-

According to the Autism Society my technique is one I can continue with. The Autism Society stated that this technique is “clear, intentional, and helpful to get language started as well as to provide a way of communication for those who are not able to talk.”
A survey was done in Africa, comparing teacher’s attitudes on AAC devices. This survey was published in the South African Journal of Education and it’s sole purpose was to determine and compare attitudes between a digital device and a communication board. Results revealed that teachers were generally positive towards both devices, but there was a consistent tendency to view the digital AAC device more positively.

- Clinical Expertise-
Augmentative Communication News, (ACN), also supports the use of AAC devices. ACN came up with four points speech-language pathologists need to do when working with clients who have AAC devices.
SUPPORT to use of client’s who use AAC devices
Advocate to other professionals, families, friends, etc. on what AAC devices, the purpose of these devices, and the importance of the usage
Expect your client’s to use his/her devices in not only therapy but in the outside world
Expect to see your client continually improve and increase his/her independence when communication

- Patient Values & Preferences-
ACN talked about what common things people have wanted to experience before getting an AAC device. The basic thing everyone wanted was to have functional communication. Another point that was mentioned, was the want of having something to enable the client to choose what they wanted to say, specific activities and food that they wanted.

Effectiveness:

I feel during this semester of therapy my technique has been beneficial in increasing both J’s receptive and expressive languages. Whenever I would present a visual of each word I wanted to teach J, she would automatically point first to the word on the table; then J would try to match what she saw in front of her to the icon on the Vantage screen. Being able to listen to the word in a sentence, and then applying the concept by touching the icon on the Vantage screen makes me strongly believe this technique has been working effectively.



References:

Augmentative Communication News, 8. Retrieved on October 20, 2007 from http://augcominc.com

Autism Society of America: The Voice of Autism. Retrieved on October 19, 2007 from http://www.autism-society.org

1999. South African Journal of Education, 21. Retrieved October 20, 2007.