Is an iPad the right communication tool for your child? By Karen Waddill, M.A., CCC-­‐SLP, ATP You might already own an iPad or be considering purchasing one but should your child use it as a communication tool? Just like we don’t buy our children’s shoes without measuring their feet, we shouldn’t buy communication devices without checking the fit. iPads and other tablet devices have disrupted the augmentative and alternative communication (AAC) market causing growth and change unseen in the previous 40 years of “modern” AAC history. On one hand awareness of AAC is on the rise, mainstream devices are less intimating and systems can be acquired relatively inexpensively. On the other hand the media hype about iPads or specific apps is high, the overwhelming number of choices can cause confusion and there is pressure on families and schools to “fix it” with an iPad. How do you decide if an iPad is right for your child? A method called feature matching is an assessment process in which the student’s current and future communication strengths and needs are evaluated and matched to specific features of augmentative and alternative communication tools and strategies. During the process information about the student’s sensory system, motor skills, language, and literacy skills are gathered and combined with stakeholders’ vision for the student’s communication. This information allows the narrowing of the options based on access method, language system, portability, durability, flexibility and cost/funding. The process also allows for the consideration of the importance “extras” such as access to social media, photo or video albums, music players, printing, etc. Why not just give it a try? -­‐ Many apps lack the linguistic and communicative depth required for a student to be a competent communicator. -­‐ The student may have to learn multiple systems-­‐ symbols, locations, navigations, etc. as apps and configurations are altered during “guess and check” intervention. -­‐
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For student’s who have already had too many communication “failures”, it becomes just another things that did not work leading to increased frustration. Lack of early success and lack of feature matching are two of the highest factors that contribute to device abandonment. Technical support from vendors is limited or non-­‐existent, forcing users and stakeholders to be their own support team. It takes time away from finding the right tool and extends the “discussion” about whether the tool is appropriate and should be used across contexts. Who can help you decide what is right for your child? There is currently no clinical specialty area for AAC. A speech language pathologist working in AAC must have knowledge about the student, best practice and evidence based practice related to AAC and the wide range of current devices and systems. Although only a SLP can writing a funding report for an AAC device, other educational professionals can provide families valuable guidance during the decision making process. The iPad and tablet computers, along with the wide range of apps and accessories, have provided tremendous opportunities for students who use AAC. Determining if an iPad is right for your child is a highly personal process. A knowledgeable SLP and the feature matching assessment process can help you make the best choice for your child. Professional Resources and Sources Gosnell, J., Costello, J., & Shane, H. (2011). Using a clinical approach to answer “What
communication apps should we use?”. SIG 12 Perspectives on Augmentative and Alternative
Communication, 20(3), 87-96.
Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language
pathologists regarding success versus abandonment of AAC.Augmentative and Alternative
Communication, 22(2), 85-99.
Lloyd, L. L., Fuller, D. R., & Arvidson, H. H. (1997). Augmentative and alternative communication:
A handbook of principles and practices.
McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and
challenges for individuals who require augmentative and alternative
communication. Augmentative and Alternative Communication,29(2), 107-116.
Finding a Speech-­‐Language Pathologist • American Speech-­‐Language Hearing Association o http://www.asha.org/proserv/ o For a list of current members in the AAC special interest division, call ASHA 800-­‐638-­‐8255 •
Rehabilitation Engineering and Assistive Technology Society of North America o http://www.resna.org/member-­‐directory/individual Resources: • Rubric for Evaluating Apps for AAC (RELAACs) o The blog discussing the form o http://praacticalaac.org/praactical/introducing-­‐relaaacs-­‐rubric-­‐for-­‐
evaluating-­‐the-­‐language-­‐of-­‐apps-­‐for-­‐aac/ o http://www.cotting.org/site/DocServer/Rubric-­‐Language-­‐of-­‐
Apps.pdf o http://praacticalaac.org/?wpfb_dl=2 • Marfilus and Fonner AAC App Feature Matching o http://www.cotting.org/site/DocServer/Fonner-­‐Marfius.pdf o http://praacticalaac.org/?wpfb_dl=2 • Gosnell AAC App Features o http://www.cotting.org/site/DocServer/PDFofFeatureChart.pdf