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Supporting social, emotional and mental health and well-being: Roles of speech-language pathologists
142
JCPSLP
Volume 19, Number 3 2017
Journal of Clinical Practice in Speech-Language Pathology
KEYWORDS
AUGMENTATIVE
AND ALTERNATIVE
COMMUNICATION
COMPLEX
PHYSICAL,
COGNITIVE, AND
SENSORY NEEDS
PARTNER
ASSISTED
SCANNING
THIS ARTICLE
HAS BEEN
PEER-
REVIEWED
Helen Bayldon
(top) and Sally
Clendon
Partner assisted
scanning
Enable the unexpected
Helen Bayldon and Sally Clendon
discussed. Clinical implications for those working with
individuals with CPCSN, including considerations for
the design of the vocabulary set, the choice of selection
method, and training for communication partners in how
to provide an environment that supports aided language
development, are presented.
What is partner assisted scanning?
Communication is a complex process that involves four
observable components. People take turns being receivers
(listeners) and senders (speakers) of information (the
message) via a means of communication (e.g., speech,
writing, gesture, sign, accessing a communication device)
(Beukelman & Mirenda, 2013; Burkhart & Porter, 2006;
Light, Beukelman & Reichle, 2003). The information
component starts with the sender’s intent, and requires the
coordination of attention and a sophisticated set of motor
movements to access the means of communication and
thereby relay the intent to the receiver.
When individuals with developmental or acquired
disabilities cannot use typical motor movements to speak,
write, gesture or sign, they may use aided language
strategies as a means of communication to relay their
messages. Aided language includes the use of pictures,
objects, photos, written words or braille to represent
words, phrases or concepts. The bank of symbols that
are available is called the vocabulary set and this may be
organised into an AAC system such as a communication
book or device, or taken from the context or environment
and offered as a list (Burkhart, 2016). The items selected
for a particular individual need to reflect his or her
communication needs, which are dependent on age,
cultural background and environment (Light & McNaughton,
2014).
Individuals who use AAC indicate their choice via direct
selection or indirect selection through scanning. Direct
selection involves touching or pointing (for example, with
a finger, head tracker, eye pointing [including eye gaze
technologies], or optical pointer) at the desired item and
is the simplest and most “direct” method for making a
selection (Treviranus & Roberts, 2003). Direct selection is
often the first choice for access to an AAC system, as it is
operationally simple and more efficient. However, for some
people with significant motor impairments that inhibit or
compromise direct selection, indirect selection via scanning
(switch or partner assisted) is a viable option (Dropik &
Partner assisted scanning (PAS) is a strategy
used with people who have complex physical,
cognitive, and sensory needs (CPCSN) to
enable expressive communication and
facilitate language learning. This paper
describes how and why PAS may work for
individuals with CPCSN. It outlines some of
the barriers to augmentative and alternative
communication (AAC) intervention for
individuals with CPCSN who may use PAS.
Finally, the paper presents factors to consider
when implementing AAC with PAS, including
considerations for the design of AAC systems
with reference to research findings and
advice from clinical experts.
I
n the past few years, partner assisted scanning has
become more widely used as an access method,
however, it is still not well understood by speech-
language pathologists, or others, who support individuals
with complex physical, cognitive, and sensory needs
(CPCSN) (Nevers, 2016). There is very little literature that
describes PAS as an intervention strategy, and thus,
limited discussion of its efficacy. However, several clinical
experts (e.g., Burkhart, 2016; Farrall, 2015; Porter, 2012;
and Zangari, 2016) have suggested that when combined
with a robust augmentative and alternative communication
(AAC) system, PAS is a strategy that supports language
learning and communication in children with complex
communication needs and multiple challenges.
The number of individuals with CPCSN is relatively small
in New Zealand. In 2015, approximately 1.1% of the total
school population received Ongoing Resource Scheme
(ORS) funding, which provides the very highest level of
support for students needing special education. Of those
8,525 students, nearly a quarter (2005, or 23%) received
very high ORS. These are the students with the most
complex physical, vision, hearing, language or learning
needs (Education Counts, 2016), and for whom PAS may
be a useful strategy to access communication.
In this paper, the authors describe the key aspects of
PAS and the rationale for using this strategy. Some of
the barriers that inhibit AAC intervention with individuals
with CPCSN, and how PAS may offer a solution, are also