TY - JOUR
T1 - Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs
AU - O'Neill, Tara
AU - Mandak, Kelsey
AU - Wilkinson, Krista M.
N1 - Funding Information:
Ashley McCoy. This project was supported, in part, by funding from the (1) Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #325D110008 and (2) Rehabilitation Engineering Research Center on Augmentative and Alternative Communication, funded by grant #0RE5017 from the National Institute on Disability, Independent Living, and Rehabilitation within the Administration for Community Living of the U.S. Department of Health and Human Services.
Funding Information:
Tara O’Neill and Kelsey Mandak received financial support for their doctoral training through the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #325D110008. This project was supported, in part, by funding from the (1) Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #325D110008 and (2) Rehabilitation Engineering Research Center on Augmentative and Alternative Communication, funded by grant #0RE5017 from the National Institute on Disability, Independent Living, and Rehabilitation within the Administration for Community Living of the U.S. Department of Health and Human Services. No nonfinancial relationships exist.
Publisher Copyright:
Copyright © 2017 by Thieme Medical Publishers, Inc.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - Families are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.
AB - Families are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.
UR - http://www.scopus.com/inward/record.url?scp=85033777341&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85033777341&partnerID=8YFLogxK
U2 - 10.1055/s-0037-1604278
DO - 10.1055/s-0037-1604278
M3 - Article
C2 - 28892837
AN - SCOPUS:85033777341
SN - 0734-0478
VL - 38
SP - 313
EP - 320
JO - Seminars in Speech and Language
JF - Seminars in Speech and Language
IS - 4
ER -