Extension of School Augmentative and Alternative Communication Services to Home: A National Survey

Abstract

This study examined support parents were given by school personnel after their school-aged child received a speech-generating device (SGD) to communicate. The study investigated whether parents received support and if so, the nature of the support. The study also explored the type of support parents would like to have received. An online survey was created. This survey was distributed through a variety of organizations that focus on supporting families with children with disabilities. A total of 19 parents responded to the survey in its entirety and provided information on support. A majority of parents were offered support after their child received an SGD. This support most frequently came from a speech-language pathologist who most often had also completed the assessment. Support was most often provided during an in-person meeting, which the parents reported as having worked well. The most common area of support provided was help with navigating the SGD; however, the areas parents desired more information about included customization of the language software, technical support, and support in terms of increasing the child’s use of the SGD. Clinical implications for speech-language pathologists include the importance of seeking information from families about the support they would like in terms of the SGD. This includes providing the support in the mode of the communication that is most beneficial for the family. Each family may have different needs, which should be considered in order for the SGD to successfully transition from school to home.