在美国学校使用单一首选的AAC系统
Jill E Senner1, Wendy Quach2, Yoosun Chung3
1Speech-Language Pathology, Technology and Language Center, PC., Highland Park, IL, USA.
概括
在学校实施单一的增强和替代通信 (AAC) 系统可能会减少利益相关者的参与和数据驱动的决策. 这种方法往往依赖于临床判断,而不是学生支持的证据.
科学领域:
- 增强型和替代型通信 (AAC)
- 教育技术的教育技术
- 语音语言病理学 语言病理学
背景情况:
- 在教育环境中采用统一的增强和替代通信 (AAC) 系统是一个日益增长的趋势.
- 需要了解实施这些系统对决策过程和学生支持的影响.
- 当前的做法可能缺乏标准化的标准来选择和实施AAC系统.
研究的目的:
- 为了比较利益相关者输入频率,当一个单一的AAC系统被使用,而不是当它不是.
- 调查与单一AAC系统实施相关的数据收集实践.
- 确定是否为学生的AAC支持水平和评估指定的标准.
主要方法:
- 在学校提供AAC服务的专业人士中分发了一份在线调查.
- 该调查收集了关于使用单一AAC系统,利益相关方参与,数据收集和支持标准的数据.
- 对221名受访者的数据进行了统计分析.
主要成果:
- 只有17.19%的受访者表示使用单一的AAC系统.
- 使用单一系统的专业人士不太可能让其他专业人士,家庭和学生参与决策.
- 数据收集和成功或进一步评估的明确定义标准报告不一致 (分别为28.9%和23.7%).
结论:
- 采用单一的AAC系统可能会无意中减少协作决策和依赖实证数据.
- 定性数据表明,AAC设备的选择往往取决于试错和临床判断,而不是客观标准.
- 需要进一步的研究来开发和实施基于证据的实践,以便在学校采用单一的AAC系统.
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