increasing the communicative opportunities and skills of young people with multiple physical and...
TRANSCRIPT
Increasing the communicative opportunities and skills of young people with multiple
physical and sensory disabilities
Hannahs at Ivybridge and Plymouth University
Tamzin Gribble (SLT)
Dr Ruth Firth (SLT)
Dr Allegra Cattini
Lauren Carroll
September 2013
COMMUNICATION MATTERS…
• The aim of the project
• How the project came about
• What we did
• Findings
• What next?
Overview
How the project came about• Trickier to access parents piecemeal training & plenty of room for improvement!
• AAC introduced late
• A need to improve training for our care staff• Plymouth University Research Awards prompted action!
• It is the parent/carer who can hold the key to developing effective communication for a VOCA user, if they are provided with the appropriate support (You Matter Project; Bousaki, Lloyd-Cocks, Latham, and Moore, 2011).
Aims of the Project
1. To increase the amount of AAC use, particularly beyond the school/college day.
2. To investigate whether increased AAC use (particularly use of Voice Output Communication Aids) leads to improved cognitive abilities.
•
Providing You Matter training for the parents and care staff of young AAC users will result in increased VOCA use.
As a result of increased communication and interaction using their VOCA the young people will show an increase in their cognitive abilities.
Hypotheses
What did we do? Baseline Questionnaire for parents/carers IQ testing Data logging
Intervention 2 day training for parents/carers
Post measures Questionnaire for parents/carers IQ testing Data logging
Who was involved?
• 15 young people aged 13-25
• 23 parents/carers completed Q’aire 1
• 3 parents + 9 carers attended training
• 4 parents + 8 carers completed Q’aire 2 (7 of whom received the training)
Questionnaire• How often the VOCAs are used• What VOCAs are used for• Situations when VOCAs used most/least• Who tends to initiate interactions• Technical barriers to using VOCAs• Other barriers to using VOCAs• Suggestions as how to motivate VOCA users to use
them more• General comments
Cognitive Testing
Teaching alternative communication has been shown to lead to cognitive advancement in other areas (Capirci, Cattani, Rossini and Volterra, 1998).
Leiter R Non-Verbal IQ Test(Age 2;0-20;11)
Identification of embedded figures or designs within a complex stimulus.
Figure Ground(The ‘Find It’ game)
Testing in progress!
Data Logging
The Training
• You Matter (Bousaki, Lloyd-Cocks, Latham, and Moore, 2011) ... with a few adaptations
• 2 full day sessions
• Brings together carers/parents and professionals on an equal footing in order to provide practical and positive ways forward for the children’s AAC needs.
• Gives parents/carers the tools and the support needed to evaluate their child’s communication levels, set their own goals, solve their own difficulties and become active decision-makers in supporting their own child’s communication
What We Found• Key findings from Questionnaire 1
• Key findings from Questionnaire 2 - evaluation of training - comparison between training vs. no training
• Data logging to date
• Findings from cognitive testing
Questionnaire 1
What VOCA Is Used For and How Often
………….Talk about likes and dislikes
….....Indicate choices
……………Talk about feelings/emotions
…………Ask a question
………………Give information
………………..General chat
…..Ask for something
…….Say hello
………Get someone’s attention
Not used Used
Technical Barriers to VOCA Use(Strongly disagree (-3) to strongly agree (+3))
Barriers to Use Mean Scores
Parents Care Staff
Too big - 1 -2.45
Too heavy - 0.6 -2.45
Charging -0.88 -1.5
Too slow - 0.29 -2.2
Content -0.57 -1.45
Reliability -1.43 -1.91
Set up time -1 -2.44
Safety reasons 0.6 -0.9
Programming knowledge 0.78 -1.8
Set up knowledge -0.11 -2.10
Technical Barriers to VOCA Use
…………….....Too big
…..................Too heavy
…………….....Charging
…...................Too slow
….....Content
…...................Reliability
…...................Set up time
….....Safety reasons
…..Programming knowledge
…...................Set up knowledge
Non Barrier Barrier
Other Barriers to VOCA Use(Strongly disagree (-3) to strongly agree (+3))
Parents Care Staff
Other forms of communication preferred
1.55 -0.3
Lack of time -0.88 -2.15
Only relevant for school/college -2.25 -2.92
Not sure of all the VOCA can do 1.88 -1.64
Limited opportunities -0.43 -2.55
It’s frustrating -0.25 -1.55
Knows what AAC user wants without VOCA use
2.09 -0.42
It’s for use with unfamiliar people 0.11 -2.33
Practical reasons 1 -0.67
Other Barriers to VOCA UseNon Barrier Barrier
…………..Other forms ofcommunication preferred
…....................................................Lack of time
…........................Only relevant for school/college
…..........................................Limited opportunities
…………………………………………...Frustration
….Know what AAC user wants without it
…………….......For use with unfamiliar people
……………………..Practical reasons
.................Not sure of all VOCA can do
Participants’ Comments
• More training wanted• More quality time with AAC user• Larger staff group with knowledge of AAC user• Easier without access issues• Frustrations re. hardware issues
One parent’s thoughts
“ I feel guilty I do not use the communication aid with [name]. I recognise and appreciate it is important for him to express himself. I just about get through the day , feeding him, doing medicines etc...The aid is one more thing that stresses me...”
Questionnaire 2
Feedback re. You MatterReports of increased understanding of:
• how difficult it is for the AAC user
• the AAC user’s level and next steps
• the importance of core vocab
• the need to wait and listen more
Feedback re. You Matter71% of attendees stated that they had changed how they interact with VOCA users
Comments‘”I model more. I wait longer for responses.”‘”I encourage her to communicate her answer to me using her VOCA more now rather than just guessing what I think she actually wants and am amazed at how often I guess wrong!!’“I understand better now how using her VOCA gives her an independent voice. I am trying to use it more at home.”
What VOCA is Used For Most T2 Not used Used
……..……….Talk about likes and dislikes
….............Indicate choices
………………..Talk about feelings/emotions
…………….…Ask a question
……………..…Give information
…………..…...General chat
……………….Ask for something
………….….Say hello
………Get someone’s attention
Barriers to VOCA Use T2(Strongly disagree (-3) to strongly agree (+3))
Training No Training
Other forms of communication preferred
0.43 1.67
Lack of time -2.25 -1.33
Only relevant for school/college -2.25 -2.33
Not sure of all the VOCA can do -0.71 2.0
Limited opportunities -2.57 -0.33
It’s frustrating -2.88 0.33
Knows what AAC user wants without VOCA use
-1.5 1.33
It’s for use with unfamiliar people -1.38 -1.33
Practical reasons 1.67 -0.5
Barriers to VOCA Use T2……Other forms ofcommunication preferred
….........................................Lack of time
….......................Only relevant for school/college
…...................................Limited opportunities
………………………………...Frustration
……………Know what AAC user wants without it
……………..........For use with unfamiliar people
………..Practical reasons
….....Not sure of all VOCA can do
Non Barrier Barrier
Table of data logging to date
Cognitive assessment
Conclusions• You Matter training was positively received +
had positive outcome in terms of peoples’ views
• Further evidence is needed to determine whether this leads to a sustained increase in VOCA use.
• Those with largest increase in VOCA use have made most marked progress in cognitive scores but the link between this and training is uncertain.
• More care staff training
• Reconsider training for parents + consider increasing focus on low tech
• Regular data logging
• Negotiate the introduction of ‘communication champions’
• Consult the young people about their views
• Input into College module re communication
What Now?
