Biomedical Engineering Reference
In-Depth Information
skills assessed include keyboard and mouse use, navigation through menus, and switch
use. The SLP can provide insights into determining which sampling tasks would be most
representative for reporting data for AT decision-making.
14.1.6 Development and Implementation of AT Intervention Plans
The AT assessment and MPT processes are not concluded without the development of
an intervention plan. Now, the International Classification of Functioning, Disability, and
Health (ICF) (WHO 1992) has elevated therapy and technology to more strongly match the
desired activity and participation of the AT user (Cooper 2007). When surveyed, individu-
als with disabilities and family members expressed a clear sense of maximizing potential
and independence as an important outcome (Pain et al. 1998). Therefore, the focus of inter-
vention is not on the recommended AT, but is client-centered and aimed at optimizing the
client's performance and outcomes using the chosen AT.
For individuals with communication disorders, therapy or treatment will include goals
and objectives to support gains in speech and the subsystems of language. These would be
the identical evidence-based treatments if AT had not been recommended. Evidence-based
intervention methods are used with children for language acquisition goals. Evidence-
based strategies are used in therapy to support regaining language for adults with aphasia.
In addition, AT may frequently support targeting deficits in speech-language comprehen-
sion and/or expression by the use of voice output, written modes of communications, and
other educational and clinical software features.
14.1.7 The SLP's role in Advocacy
The National Joint Committee (NJC) for the Communication Needs of Persons with Severe
Disabilities has proposed that all people, regardless of the severity of their disabilities,
have a basic right to use communication as a means of affecting how they live. Indeed,
consideration of AT should not be based on exclusionary criteria in determining eligibility
for AT supports and services (Kangas and Lloyd 1988; NJC 2002). Rather, the ICF acknowl-
edges the rights and dignity of individuals with disabilities and encourages AT teams
to look at how an individual falls on a continuum of participation in daily activities and
environments (Huer et al. 2006; Huer and Hill 2007). Therefore, SLPs advocate for a zero
exclusion policy when institutional or administrative policies may be in place that first
determines individuals' eligibility.
14.1.8 Specific Learning Disabilities
In relation to the above, with regard to the role and function of the SLP within a team for
the evaluation and treatment of language pathologies mediated by AT, and considering
in particular written communication disorders, it is useful to give a brief examination of
some aspects linked to what are defined as specific learning disabilities (SLDs) (dyslexia,
dysorthography, dysgraphia, and dyscalculia). These disorders are of enormous clinical
relevance, affecting approximately 5% of the population (Prasher and Kapadia 2006; Lagae
2008), and an ineffective and superficial management has had, and may continue to have,
a considerable social impact (e.g., Zabel and Nigro 1999).
SLDs are developmental disorders affecting children—male and female, intelligent and
healthy and thus unharmed from a neurological and sensory point of view—who have had
normal sociocultural and scholastic opportunities and despite this are unable to learn, or
