![]() ![]() Session 39-AAC From Consideration to Implementation.Instructional Level: Intermediate, Track: Speech-Language Pathology Learning Objectives: Identify at least two changes in caregiver stress characteristics over the past 20 years Describe at least three characteristics of caregiver experiences across varying stress levels Access at least three strategies for family-centered AAC services based on caregivers’ shared experiences of stress This session will address the gap in current interventions by tailoring recommendations to reflect specific communication partners’ needs and priorities. Results will be integrated into family-centered AAC service provision to improve collaboration between the interprofessional AAC team and caregivers. This session will examine outcomes related to the whole family system, including the impact of specific communication modalities and support systems. This session will discuss the specific experiences of stress and support in caregivers of children using AAC. Negative perceptions of AAC have consequential impact on child outcomes, including AAC abandonment. Meredith Gohsman, PhD, CCC-SLP, Old Dominion University and Rachel Johnson, PhD, CCC-SLP, Old Dominion UniversityĬaregivers of children using AAC experience feelings of uncertainty, lack of confidence, and stress. Learning Objectives: Describe how culture and language influences both parent-report and observational assessments as well as parent-mediated interventions Identify high quality cultural adaptation and translation methodology for instruments We will discuss considerations for culturally adapting interventions, both from a macro lens (whole interventions) and a micro lens (individual families). ![]() We will offer examples of how culture influences parent-child interactions and in what ways parent-mediated intervention is susceptible to cultural misalignment. ![]() Part 2 of this presentation will focus on cultural and linguistic alignment in the intervention context. Finally, solutions to barriers to cultural alignment in parent-report assessments will be presented. Appropriate cultural adaptation and translation methods for parent-report instruments will be discussed, with examples of the downfalls of traditional direct forward-back translation. We will discuss how culture and language influences both parent-report instruments as well as observational assessments. Part 1 of this presentation will focus on cultural and linguistic alignment in the assessment context. This presentation will provide examples of such gaps as well as potential solutions, in both assessment and intervention contexts, using autism and Spanish-speaking Latin American families as case studies. In jeopardy is the effectiveness of the services SLPs provide. ![]() When SLPs from one cultural and linguistic background assess children or provide intervention to families from an alternative cultural or linguistic background, there is the potential for cultural barriers or gaps to influence the information that is relayed both from the parent to the SLP and from the SLP to the parent. Culture and language influence how parents interact with their children and how parents perceive their children’s behavior, both concepts integral to the practice of early intervention in speech language pathology. ![]()
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