Exploring Interagency Collaboration in AAC Intervention

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...

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Bibliographic Details
Published in:Communication disorders quarterly 2013-05, Vol.34 (3), p.172-183
Main Authors: Alant, Erna, Champion, Annette, Peabody, Erin Colone
Format: Article
Language:English
Subjects:
Agency Cooperation
Assistive Technology
Augmentative and Alternative Communication
Collaboration
Delayed Speech
Developmental Delays
Developmental Disabilities
Expressive Language
Grade 2
Intervention
Interviews
Language disorders
Participant Satisfaction
Partnerships in Education
Pretests Posttests
Program Effectiveness
Program Implementation
Protocol Analysis
Protocol Materials
Severe Disabilities
Speech Language Pathology
Statistical Analysis
Verbal communication
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Summary: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.
ISSN:1525-7401
1538-4837
DOI:10.1177/1525740112455432