No One to Help Me: Family Challenges with Assistive and Augmentative Communication

2.50
Hdl Handle:
http://hdl.handle.net/10755/147581
Type:
Presentation
Title:
No One to Help Me: Family Challenges with Assistive and Augmentative Communication
Abstract:
No One to Help Me: Family Challenges with Assistive and Augmentative Communication
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Crisp, Cheryl Lee, MSN, RN, PCNS-RN, CRRN
P.I. Institution Name:Indiana University School of Medicine
Title:Pediatric Clinical Nurse Specialist
Co-Authors:Marsha L. Ellett, DNS, RN; Rebecca Sloan, PhD
[Clinical Session Presentation] Purpose: Many children who have significant neuromuscular impairments related to disorders, such as cerebral palsy (CP) or oral motor dyspraxia, are able to speak with maximal difficulty and minimal intelligibility, or they may not be able to speak at all (Ko, McConachie, & Jollett, 1998). These children are frequently referred for an augmentative and assistive communication (AAC) evaluation and often receive recommendations for speech output devices (Allaire, Gressard, Blackman, & Hostler, 1991; Blackstone, 1989). However, there is currently a high abandonment rate for children using communication devices (Guidera & Olsson, undated: Pendergrass & Vestal, 2002). Factors that influenced parent's likes and dislikes of their child's AAC device were explored. Method: Semi-structured interviews were conducted with 4 primary caregivers of children who have previously used or are currently using an AAC device to communicate. Interpretive phenomenology, influenced by the work of Martin Heidegger, is the guiding principle that was used to illuminate the meaning and significance of family's likes and dislikes of their child's AAC device.  Each interview was transcribed verbatim and analyzed by the researcher and members of a hermeneutic circle composed of faculty members and doctoral students. Each team member presented their identified interpretations during regular hermeneutic circle meetings. All interpretations were discussed with the appropriate time set aside for questions and discussion. As new themes are uncovered and previously identified themes become clearer, the interpretation became more complete. Emerging themes were recorded with the supporting quotations included. Results: A variety of common themes regarding parent's likes and dislikes emerged from the data with the most frequently occurring barrier identified as a lack of supports available to help families who are helping their child to access their AAC device. Implications: The information gleaned from the research will be used to assist medical professionals and educators in identifying barriers to the use of AAC and to help familes avoid some of the pitfalls experienced by these children and families who were willing to share their stories. Working together with speech language pathologists and educators, nurses can provide education, assistance, and support for the child and family members who are learning to use an AAC device and are adapting to the changes in family life brought about by using such a device. Assisting the child and family to connect with the appropriate agencies, support groups, and services should significantly decrease the percentage of children and families who discontinue use of AAC.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNo One to Help Me: Family Challenges with Assistive and Augmentative Communicationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147581-
dc.description.abstract<table><tr><td colspan="2" class="item-title">No One to Help Me: Family Challenges with Assistive and Augmentative Communication</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Crisp, Cheryl Lee, MSN, RN, PCNS-RN, CRRN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Indiana University School of Medicine</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Pediatric Clinical Nurse Specialist</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ccrisp@iupui.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Marsha L. Ellett, DNS, RN; Rebecca Sloan, PhD</td></tr><tr><td colspan="2" class="item-abstract">[Clinical Session Presentation] Purpose: Many children who have significant neuromuscular impairments related to disorders, such as cerebral palsy (CP) or oral motor dyspraxia, are able to speak with maximal difficulty and minimal intelligibility, or they may not be able to speak at all (Ko, McConachie, &amp; Jollett, 1998). These children are frequently referred for an augmentative and assistive communication (AAC) evaluation and often receive recommendations for speech output devices (Allaire, Gressard, Blackman, &amp; Hostler, 1991; Blackstone, 1989). However, there is currently a high abandonment rate for children using communication devices (Guidera &amp; Olsson, undated: Pendergrass &amp; Vestal, 2002). Factors that influenced parent's likes and dislikes of their child's AAC device were explored. Method: Semi-structured interviews were conducted with 4 primary caregivers of children who have previously used or are currently using an AAC device to communicate. Interpretive phenomenology, influenced by the work of Martin Heidegger, is the guiding principle that was used to illuminate the meaning and significance of family's likes and dislikes of their child's AAC device. &nbsp;Each interview was transcribed verbatim and analyzed by the researcher and members of a hermeneutic circle composed of faculty members and doctoral students. Each team member presented their identified interpretations during regular hermeneutic circle meetings. All interpretations were discussed with the appropriate time set aside for questions and discussion. As new themes are uncovered and previously identified themes become clearer, the interpretation became more complete. Emerging themes were recorded with the supporting quotations included. Results: A variety of common themes regarding parent's likes and dislikes emerged from the data with the most frequently occurring barrier identified as a lack of supports available to help families who are helping their child to access their AAC device. Implications: The information gleaned from the research will be used to assist medical professionals and educators in identifying barriers to the use of AAC and to help familes avoid some of the pitfalls experienced by these children and families who were willing to share their stories. Working together with speech language pathologists and educators, nurses can provide education, assistance, and support for the child and family members who are learning to use an AAC device and are adapting to the changes in family life brought about by using such a device. Assisting the child and family to connect with the appropriate agencies, support groups, and services should significantly decrease the percentage of children and families who discontinue use of AAC.</td></tr></table>en_GB
dc.date.available2011-10-26T09:33:55Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:33:55Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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