AAC, AT, Families, Inclusion, Literacy, UDL

Evidenced Based Practice Article

by Samuel Sennot

Check out this simple and terrific article by Ralph Schlosser from the ASHA Leader:

Evidence-Based Practice in AAC

10 Points to Consider

I really like this section of the article where evidence based practice in AAC is defined.

Therefore, Schlosser and Raghavendra define EBP in AAC as “the integration of best and current research evidence with clinical/educational expertise and relevant stakeholder perspectives, in order to facilitate decisions about assessment and intervention that are deemed effective and efficient for a given direct stakeholder” (p. 3). In most cases, the direct stakeholder is the person who is, or will be, using AAC by virtue of being the direct recipient of any ensuing decisions arising from the EBP process.

This consideration of not only the science, but the stakeholders is a powerful message. Staying person focused and family focused keeps the best and current research and practice workable and in the zone of proximal development. Here are a few brainstormed applications of this definition:

  1. Spending more time than you would think co-programming components of an AAC system together with an individual.
  2. The AT specialist carefully considers what communication, learning technology, and environmental supports are most culturally valued by a elementary level child and family being served combined with considering what will be most helpful for communication, independence, and learning. A lively conversation is had with the child and whole family about this.
  3. An SLP helps develop a holistic AAC system for an individual that considers what the classroom and home environment will best support.

This balance of research, practice, and the expertise of individuals involved is a great focus for us in the field of special education and AAC.

May 19, 2008 - Posted by | AAC, research, Special Education

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