TY - JOUR
T1 - Centering the family in their system
T2 - a framework to promote family-centered AAC services
AU - Coburn, Kelly L.
AU - Jung, Sojung
AU - Ousley, Ciara L.
AU - Sowers, Dawn J.
AU - Wendelken, Meghan
AU - Wilkinson, Krista M.
N1 - Funding Information:
This research was supported in part by funding received by the fourth and fifth authors from the Penn State AAC Doctoral Leadership grant H325D170024 from the U.S. Department of Education. We thank Dr. Gregory Fosco, associate professor of Human Development and Family Studies at Penn State, for sharing a passionate guest lecture that generated our interest in family systems.
Publisher Copyright:
© 2021 International Society for Augmentative and Alternative Communication.
PY - 2021
Y1 - 2021
N2 - Families are the most significant communication partners for an individual with complex communication needs. Even though family-centered approaches are recommended to support augmentative and alternative communication (AAC) services for an individual, it is difficult to establish a successful plan that fits each individual’s family. A framework for practitioners is proposed to effectively obtain and understand information about a family’s unique dynamics as part of service delivery to positively impact AAC device uptake and long-term use. The goal of using this model is to minimize the disruption to the family while maximizing the integration of the AAC system. This paper proposes and illustrates a framework to enrich AAC services through the integration of several theoretical models of family systems theory, family paradigms, and a procedure called the self-created genogram. This paper begins by reviewing ecological family systems theory and family systems to guide and provide a framework to support effective AAC implementation. The process of self-creating genograms is then introduced as a means to obtain a rich perspective on family characteristics and dynamics that is informed by the individual who uses AAC. All of this information allows professionals to provide relevant information and tailor options for the family. As a result, the family is able to make informed decisions about AAC intervention in a manner most consistent with how they typically operate. Finally, we apply this framework to a hypothetical case of a child with autism and complex communication needs across three timepoints (preschool, late elementary/early middle school, and high school/post-secondary transition) to demonstrate how this framework can be used in clinical practice.
AB - Families are the most significant communication partners for an individual with complex communication needs. Even though family-centered approaches are recommended to support augmentative and alternative communication (AAC) services for an individual, it is difficult to establish a successful plan that fits each individual’s family. A framework for practitioners is proposed to effectively obtain and understand information about a family’s unique dynamics as part of service delivery to positively impact AAC device uptake and long-term use. The goal of using this model is to minimize the disruption to the family while maximizing the integration of the AAC system. This paper proposes and illustrates a framework to enrich AAC services through the integration of several theoretical models of family systems theory, family paradigms, and a procedure called the self-created genogram. This paper begins by reviewing ecological family systems theory and family systems to guide and provide a framework to support effective AAC implementation. The process of self-creating genograms is then introduced as a means to obtain a rich perspective on family characteristics and dynamics that is informed by the individual who uses AAC. All of this information allows professionals to provide relevant information and tailor options for the family. As a result, the family is able to make informed decisions about AAC intervention in a manner most consistent with how they typically operate. Finally, we apply this framework to a hypothetical case of a child with autism and complex communication needs across three timepoints (preschool, late elementary/early middle school, and high school/post-secondary transition) to demonstrate how this framework can be used in clinical practice.
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U2 - 10.1080/07434618.2021.1991471
DO - 10.1080/07434618.2021.1991471
M3 - Article
C2 - 34967273
AN - SCOPUS:85122091225
SN - 0743-4618
VL - 37
SP - 229
EP - 240
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
IS - 4
ER -