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Assisting children and families who use augmentative and alternative communication (AAC) devices: Best practices for school psychologists
Author(s) -
Parette Howard P.,
Dempsey Marr Diane
Publication year - 1997
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199710)34:4<337::aid-pits5>3.0.co;2-i
Subject(s) - augmentative and alternative communication , augmentative , psychology , checklist , population , school psychology , medical education , applied psychology , assistive technology , best practice , process (computing) , computer science , medicine , human–computer interaction , psychiatry , cognitive psychology , linguistics , philosophy , management , economics , environmental health , operating system
In developing individual education plans for children who need assistive technology devices, school psychologists will increasingly be called upon to assist in the decision making process regarding electronic augmentative and alternative communication (AAC) devices. A thorough assessment is required to select a device that is most appropriate for the child and their family. Assessment factors which must be considered within five domains (child, AAC device, service system, family, culture) are reviewed. A self‐checklist is provided to help school psychologists develop and conduct thorough “best practice” assessments for the target population. © 1997 John Wiley & Sons, Inc.