Biomedical Engineering Reference
In-Depth Information
client's request, which is based on his concern over his school performance, triggered the
referral and assessment processes. The client invited specific members to the team, tak-
ing into consideration how the components of the ICF model related to him: his body
functions and structure, personal, and environmental factors. The SLP became the team
coordinator and manager because the primary area of concern related to the significant
discrepancy in his spoken and written communication with his college peers.
The final AT solution was identified by applying the principles of EBP. This included
becoming familiar with resources and services to support the long-term effectiveness
of the AT solutions. In our client's case, after he was shown video clips of individuals
speaking with high-performance voice output systems, he shared that he had never met
another AAC speaker. The team conducting his previous evaluation had never performed
an assessment for an AAC system and computer access, and he had not been made aware
of environmental controls. His original team had made decisions on the basis of “ease of
use at first encounter, rather than long-term effectiveness.” His first AT team found an
immediate solution, but it was not the most effective, efficient, or satisfying AT solution.
During separate conversations with the client and his family, we came to realize that they
had no idea that individuals with severe communication and physical disabilities were
communicating so effectively and fast using an AAC system.
At the first assessment session, the client was introduced to various Internet resources
through the AAC Institute web site (http://www.aacinstitute.org). He was encouraged to
post questions about the AT assessment process to members of a discussion group to be
a better advocate for himself. Internet resources can provide access to information that is
current and useful when sources are carefully and prudently evaluated.
Today the SLP on AT teams is expected to conscientiously and judiciously use the best
evidence or data to support decisions that fit into the ICF framework. SLPs practicing the
principles in this chapter “place the client's benefits first when applying evidence of direct
practical importance to planning” (Gibbs 2003). Our case is an example that individuals
who are AAC speakers believe that the fundamental, desired outcome of independent
spoken and written communication can be achieved with appropriate technology and
appropriate long-term, often intensive intervention strategies (Creech 1995; Hill et al.
2007). Our client's quality of life was dramatically enhanced by striving for a solution that
resulted in the most effective, independent communication as well as integrating other
AT solutions together. AT teams that are client-driven and include the family and signifi-
cant others can feel secure that the client's benefits are placed first when evidence is used
judiciously and conscientiously within an organized framework.
Summary of the Chapter
The chapter highlights the knowledge and skills the that the SLP contributes to the AT
team. The SLP is one member of a collaborative, dedicated group of people who work
together to reach the best solution for a client. The SLP provides unique clinical measures
related to an individual's speech, language, oral and written communication, listening,
reading, and swallowing capabilities. In addition, the SLP contributes performance mea-
sures and functional analysis of speaking and writing skills to support AT solutions. The
use of LAM resources and tools provide evidence to quantify client achievement of speci-
fied goals with respect to effectiveness, efficiency, and satisfaction in desired activities
