Speech Generating Devices
Who Can Use SGDs and Where Can They Be Used?
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- What Other Factors Should Be Considered Before Using an SGD
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Who Can Use SGDs and Where Can They Be Used?Initial SGD training and support is often provided by a speech-language pathologist; however, other professionals, parents, or caregivers must support the ongoing use of the device by learners with ASD to facilitate generalization and maintenance of skills. Research has shown that SGDs are effective not only in supporting communication skills (e.g., Parsons & La Sorte, 1993; Schepis, Reid, Behrmann, & Sutton, 1998; Sigafoos, et al., 2004), but also in helping learners develop academic skills (Schlosser & Blischak, 2001). Because SGDs are portable, learners may be taught how to use them in school, at home, or in community settings. Which Assessments Should be Completed Before Using an SGD? If you are considering using an SGD with a learner with ASD, some assessments have probably already been completed. Such assessments often consist of formal intelligence tests and tests of adaptive behavior/functioning, including social interactions and communication skills. When used with learners with ASD, standardized testing frequently results in an underestimation of the learner's functional level. This, in turn, may lead to inappropriate educational planning and provide a roadblock to SGD acquisition (Koegel, Koegel, & Smith, 1997). Therefore, it is important to include observations and knowledge of how learners acquire skills and their interests during the assessment process. Having a speech-language pathologist who is experienced with ASD and AAC is pivotal to the success of the plan. Teachers/practitioners and caregivers should consider finding a specialist who is willing to work with the team on at least a consultative basis. Depending on the learner, an occupational therapist may need to be consulted as well to determine how the learner will use the device (e.g., pushing buttons, positioning). The following questions may be helpful when choosing the type of SGD or other AAC system to use with an individual learner with ASD (adapted from Quill, 2000):
Based on the answers to these questions, the long-term goals from the individualized education program (IEP) or individualized family service plan (IFSP), and the preferences and needs of the learner, teachers/practitioners, caregivers and other team members can identify the basic type of SGD device that may be effective with an individual learner with ASD. Teachers/practitioners and caregivers also may consider having individual learners interact with a few devices to identify the specific device that might be most effective. Before purchasing the SGD, teachers/practitioners and caregivers should allow the individual learner to use it on a trial basis (even up to a month may be necessary to establish that it is a good match). It may be possible to borrow a device from a school, clinic, university, or educational resource library during this trial period. Because funding sources, such as Medicaid, frequently are only available to purchase a single high-end device, it is very important that the SGD selected is a good fit for the learner. What Other Factors Should Be Considered Before Using an SGD?Additional factors also should be considered prior to selecting and purchasing an SGD including the following:
Displaying InformationBefore choosing an SGD, teachers/practitioners and caregivers should decide how to display the information on the device in a way that is age- and developmentally appropriate for the individual learner. This can be crucial to the successful use of the device. Static screen devices use an overlay that has pictures, symbols, or words to identify the chosen message. The number of pictures, symbols, and words is limited so that the screen always looks the same unless someone physically changes the overlay or reprograms the device. Dynamic screen devices allow the learner to access a virtually limitless vocabulary. The electronic display changes as the user selects different categories and functions (similar to a menu option on a computer), which may be represented by pictures, symbols, or words that are relevant and useful for the person using the device. Some dynamic screen devices use specific icon systems (e.g., BoardmakerTM pictures www.mayer-johnson.com); others are more flexible. Some newer devices even include digital cameras, which allow teachers/practitioners and caregivers to take a photo of an object or person, record a message, and play the word or phrase within minutes. Typically, less expensive SGDs use static screens, while the more costly ones have dynamic screens. Directory: cms4 -> asset -> 64CB422A-ED08-43F0-F795CA9DE364B6BE 64CB422A-ED08-43F0-F795CA9DE364B6BE -> Should I shake her hand or give her a hug? 64CB422A-ED08-43F0-F795CA9DE364B6BE -> Language and Communication Pre-Assessment 64CB422A-ED08-43F0-F795CA9DE364B6BE -> Autism In The Classroom Computer-Aided Instruction Page asset -> Fraud Target: Senior Citizens By Attorney Bryan Reeder asset -> Department of physical therapy college of health professions Download 115.43 Kb. Share with your friends:
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