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Speech-language pathologists' views on mentoring by people who use speech generating devices (summary)

Speech and Language Therapists
views
 
on
 
mentoring
 
by
people
 
who
use
VOCAs

Background

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. An earlier study (Ballin et al 2010) indicated that adults who used SGDs supported the idea of the use of mentors.

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Speech-language pathologists' views on mentoring by people who use speech generating devices (summary)

Background

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. An earlier study (Ballin et al 2010) indicated that adults who used SGDs supported the idea of the use of mentors.

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Speech-language pathologists' views on mentoring by people who use speech generating devices (short summary)

Speech and language therapists
views
 
on
 
mentoring
 
by
people
 
who
use
VOCAs

Developing communicative competence in the use of a speech generating device (SGD) can be challenging for new users. It is possible that using competent SGD users as mentors might be beneficial in the early stages of learning to use a device. Mentors might be able to help overcome some of the challenges to learning to use an SGD such as; the lack of speech and language pathologist (SLP) service provision, the amount of practise needed, lack of SLPs with specialist augmentative and alternative communication (AAC) knowledge and experience etc.

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‘‘It’s got to be more than that’’. Parents and speech-language pathologists discuss training content for families with a new speech generating device (summary)

Training
 
for
families
 
with
 
a
new
VOCA

Background

Parents have a central role in supporting children who use augmentative and alternative communication (AAC) to become competent and effective communicators. They are often the main teacher, programmer and advocate for the user and device in a variety of settings. High-tech speech generating devices (SGDs) are complex systems that require a great deal of learning by new users in terms of understanding the technology and how to use it as well as maintaining it.

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‘‘It’s got to be more than that’’. Parents and speech-language pathologists discuss training content for families with a new speech generating device (short summary)

Training
 
for
families
 
with
 
a
new
VOCA

Parents have a central role in supporting children who use augmentative and alternative communication (AAC) to become competent and effective communicators. High-tech speech generating devices (SGDs) are complex systems that require a great deal of learning by new users in terms of understanding the technology and how to use it as well as maintaining it.

If parents lack confidence in using the device or are not adequately supported this can contribute to a lack of success or abandonment of the system.

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Eye Gaze Technology as a Form of Augmentative and Alternative Communication for Individuals with Rett Syndrome: Experiences of Families in The Netherlands (summary)

Eye-gaze
 
as
 
a
 
form
 
of
AAC
 
for
people
 
with
 
Rett
 
Syndrome

Background

Over recent years the use of eye-gaze and eye tracking technology to support communication for people with Rett syndrome (RTT) has increased with many families wanting high-tech eye gaze systems.

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