18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
Caregiver Exposure to Alternative and Augmentative Communication for Children with Autism
There is a wide array of different communication approaches available to children with autism spectrum disorder (ASD) and their family, one of which is called Augmentative and Alternative Communication (AAC). AAC is a method of sharing ideas, feelings, of messages without using spoken words and encapsulates many different communication approaches such as the use of voice-generating devices, iPad applications, and sign language. In this study, a 15-minute adaptive survey was developed for parents and caregivers to children on with ASD and limited verbal output. Development was done in conjunction with professionals, families, and self-advocates through an informal interview and piloting with the Connecticut University Center on Excellence in Developmental Disabilities. This input fundamentally changed the shape and language used in the survey to address the preferences and perceptions represented by the stakeholders. Survey data covered basic demographic data, experiences with hearing testing, various methods of AAC, and impressions on the education received on AAC for their child.
The results of this survey are three-pronged. 1) The process implemented in the development of this survey to include relevant stakeholders resulted in changes to the format to better meet the communicative and strengths-based language needs of the population. Detailing of this process may encourage greater inclusion of these populations in future works. 2) Data collected on hearing evaluations and hearing status provide insight into the education of caregivers to children with ASD on hearing and the beginnings of determining the incidence rate of hearing loss in this particular population. 3) Information about the presentation of different communication approaches and the felt needs of caregivers who use AAC with their children might inform better methods of communicating this information across diagnostic categories, specifically to families of children who are D/deaf or hard of hearing.
- Describe the use of stakeholders, families, self-advocates, and professionals in the development of this family and strengths-based survey
- List the reasons behind investigating caregiver perceptions of access to education on AAC
- Summarize the implications of the data collected on parent education on hearing evaluation in this population
Poster:
18878_10715Torri AnnWoodruff.pdf
Presenter: Torri Ann Woodruff-Gautherin
Torri Ann Woodruff-Gautherin, PhD is a Research Scientist in the HELLO Lab of Dr. Derek Houston at UCONN. Passionate about bolstering the voices of stakeholders, Torri Ann implements qualitative methods to highlight the power and value of individual voices in making change. Torri Ann is interested in the intersection of public health, early intervention, and family support.
ASHA DISCLOSURE:
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• Receives Other financial benefit for Other activities from MCH.
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No relevant nonfinancial relationship exist.
Molly Leahy is currently an Speech-Language Pathologist at the elementary level in the Glastonbury Public School System. She received her Master of Arts and Bachelor of Arts degrees in Speech Language and Hearing Sciences from the University of Connecticut. Molly’s experiences in the public school system have fueled her passion for helping children, where she focuses on inclusive education in public schools, family-centered care, and early intervention practices.
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Dr. Gelbar is a tenure-track assistant professor at the University of Connecticut Health Center and the research director for the UConn-UCEDD. His research focuses on improving secondary transition outcomes for individuals with disabilities in particular individuals with Autism Spectrum Disorder. He graduated with his Ph.D in School Psychology from the University of Connecticut. Dr. Gelbar is a Board Certified Behavior Analyst-Doctoral Level (BCBA-D), a Nationally Certified School Psychologist, and a Licensed Psychologist.?
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Mary Beth Bruder, Ph.D., has been in the field of early childhood intervention for 42 years as a practitioner and academic. Currently she is professor in Community Medicine and Health Promotion, Pediatrics, and Educational Psychology at the University of Connecticut (U.S.A.) where she directs the A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and Service. She has directed more than 80 federal and state research demonstration and training grants and contracts, and is on the editorial board of several peer-reviewed journals in the field of developmental disabilities. Dr. Bruder is also the editor of Infants & Young Children and is a board member of the International Society on Early Intervention. Her primary research interests are personnel preparation and workforce development and working with families.
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