JCPSLP Vol 17 Supplement 1 2015_lores

51 / 80

JCPSLP Volume 17, Supplement 1, 2015 – Ethical practice in speech pathology 49
Ballin, L., Balandin, S., Stancliffe, R. J., & Togher, L.
(2012). The views of people who use speech generating
devices on mentoring new learners Disability and
Rehabilitation. Assistive Technology, 7, 63–74
Beukelman, D. R.; Mirenda, P. (2005). Augmentative &
alternative communication: supporting children & adults
with complex communication needs (3rd ed.). Baltimore,
MD: Paul H. Brookes Publishing.
Body, R., & McAllister, L. (2009). Ethics in speech and
language therapy . West Sussex, UK: Wiley-Blackwell.
Bryen, D. N., Carey, A., & Frantz, B. (2003). Ending
the silence: Adults who use augmentative and alternative
communication and their experiences as victims of crimes.
Augmentative and Alternative Communication , 19(2),
125–134.
Chabon, S. S., Denton, D. R., Lansing, C. R., Scudder,
R. R., & Shinn, R. (2007) Ethics education. Rockville, MD:
American Association of Speech and Hearing.
Goldbart, J., & Marshall, J. (2011). Listening to proxies
for children with speech, language and communication
needs. In S. Roulestone, & S. McLeod (Eds.), Listening
to children and young people with speech language and
communication needs . London: J&R Press.
Farrall, J. (2012). Switch accessible apps for ipad/iphone.
Retrieved from http://www.janefarrall.com/html/resources/
Switch%20Accessible%20Apps%20for%20iPad-1.pdf
Farrall, J. (n.d.) ipad/iphone apps for AAC. Retrieved
from http://www.spectronicsinoz.com/article/iphoneipad-
apps-for-aac
Kaiser A. P., & Goetz, L. (1993). Enhancing
communication with persons labelled severely disabled.
Journal of the Association for Persons with Severe
Handicaps, 18(3), 137–142.
McNaughton, D. B., & Beukelman, D. R. (Eds.). (2010).
Transition strategies for adolescents and young adults who
use AAC . Baltimore, MD: Paul H. Brookes Publishing.
Markkula Centre. (n.d.) Ethical decision making. Retrieved
from http://www.scu.edu/ethics/practicing/decision/
Speech Pathology Australia. (2002). Ethics education
for Australian speech pathologists. Melbourne:
Author. 2002 version retrieved from http://www.
speechpathologyaustralia.org.au/library/Ethics%20
Education%20Package.pdf
Speech Pathology Australia. (2010). Code of
ethics. Melbourne: Author. Retrieved from www.
speechpathologyaustralia.org.au/library/Ethics/
CodeofEthics.pdf
Speech Pathology Australia. (2011). Competency-based
occupational standards (CBOS) for speech pathologists .
Melbourne: Author.
Speech Pathology Australia. (2012a). Ethics education
for Australian speech pathologists. Report in preparation.
Speech Pathology Australia. (2012b). Clinical guideline
on augmentative and alternative communication. Report in
preparation.
St James Ethics Centre. (n.d.). What is ethics? Retrieved
from www.ethics.org.au/
Sutherland, D., Gillon, G., & Yoder, D. (2006). AAC
use and service provision: A survey of New Zealand
speech-language therapists. Augmentative and Alternative
Communication, 21, 295–307.
need to consider a wider range of options than previously
available in arriving at ethical decisions. Speech
pathologists have an ethical responsibility to work with
families who desire mobile devices and provide unbiased
information and advice in regards to the potential benefit to
the person who uses AAC. However, mobile technology
AAC does not currently provide all of the features and
functions available within dedicated speech-generating
devices, and it is important that all relevant AAC options be
considered in a feature matching assessment (AAC-RERC,
2010).
Risks to privacy and confidentiality in
AAC communications
A distinctive risk relating to privacy in the field of AAC is
related to (a) the involvement of communication partners in
supporting communication and thus being privy to what
might otherwise have been treated as private conversations
(e.g., consultations with the doctor or legal representatives),
and (b) the potential for communications delivered by AAC
to be captured and kept in a file (commonly called “history”)
within the speech-generating device or mobile technology
app for AAC. It is recognised that collection of a history of
the person’s communications might be of benefit, but there
may be less awareness of the potential harms arising from
the storage and retrieval of messages in the history. The
record or log of every keystroke, word, or phrase entered
into an AAC system is akin to recording the person’s voice.
It should be treated as containing potentially sensitive and
private communications and subject to the same
restrictions and permissions prior to collection, storage, or
release as audio or video recordings of the person.
As yet, there is no industry standard on the processes
for designing a history feature of a speech-generating
device or mobile technology app that takes into account
all ethical issues pertaining to privacy, confidentiality of
communications, freedom of choice and autonomy, and
safety. An AAC system that does not enable the history
feature to be switched on and off or to clear or delete
messages potentially places the person at risk of breaches
of privacy and confidentiality. Speech pathologists need to
consider the potential harms of sensitive information shared
with one person becoming known to people other than the
intended communication partner. Risks to privacy posed by
the history feature of a system is particularly pertinent to the
situation where people with complex communication needs
might wish to discuss personal issues or report abuse (see
Bryen, Carey, & Frantz, 2003).
Conclusion
In summary, speech pathologists, being aware of ethical
issues in AAC, have an important role in ensuring that AAC
interventions are not only timely and effective, but also of
greatest benefit and least harm to people who use AAC.
Considering the range of options available, effective and
ethical practice will rest heavily upon person-centred,
collaborative, and evidence based practice. In this way,
multi-modal communication services may truly improve the
lives of people with complex communication needs, their
families, and society as a whole.
References
AAC-RERC (2010). Mobile devices and communication
apps. Retrieved from http://aac-rerc.psu.edu/index.php/
pages/show/id/46