{"id":435,"date":"2017-02-15T10:02:19","date_gmt":"2017-02-15T08:02:19","guid":{"rendered":"http:\/\/emmanuelleprudhon.fr\/?p=435"},"modified":"2017-02-15T10:02:19","modified_gmt":"2017-02-15T08:02:19","slug":"article-assessment-with-children-who-need-augmentative-and-alternative-communication-aac-clinical-decisions-of-aac-specialists","status":"publish","type":"post","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/2017\/02\/15\/article-assessment-with-children-who-need-augmentative-and-alternative-communication-aac-clinical-decisions-of-aac-specialists\/","title":{"rendered":"[Article] Assessment with children who need augmentative and alternative communication (AAC) : clinical decisions of AAC specialists"},"content":{"rendered":"

Dans cet article est compar\u00e9 ce qui diff\u00e8re dans les \u00e9valuations pour la mise en place d’un outil de CAA pour deux enfants avec des pathologies diff\u00e9rentes : l’un avec une paralysie c\u00e9r\u00e9brale et l’autre avec un trouble du spectre autistique.<\/p>\n

L’\u00e9valuation se d\u00e9clinait dans trois domaines : quoi \u00e9valuer ? comment l’\u00e9valuer et les parents. Je vous ai fait deux sch\u00e9mas pour r\u00e9sumer les deux premiers domaines. Concernant les parents, le travail consistait \u00e0 recueillir leurs attentes, leurs objectifs, leur apporter des conseils pour qu’ils puissent prendre des d\u00e9cisions \u00e9clair\u00e9es, leur expliquer et les accompagner tout au long de la proc\u00e9dure d’\u00e9valuation.<\/p>\n

Voici le premier sch\u00e9ma (vous pouvez le t\u00e9l\u00e9charger en pdf ici<\/a>)<\/p>\n

\"\"<\/p>\n

Voici le second sch\u00e9ma (vous pouvez le t\u00e9l\u00e9charger en pdf ici<\/a>)<\/p>\n

\"\"<\/p>\n

Le mod\u00e8le de participation reste la base de l’\u00e9valuation. La conclusion de cet article est qu’un travail est encore n\u00e9cessaire car ces trames d’\u00e9valuation sont insuffisantes pour les orthophonistes novices en CAA et que des arbres d\u00e9cisionnels doivent \u00eatre construits.<\/p>\n

Voici les r\u00e9f\u00e9rences exactes de l’article (en libre acc\u00e8s actuellement) :
\nLund, S.K., Quach, W., Weissling, K., McKelvey, M., Dietz, A. (2017). Assessment with Children who need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists.\u00a0Language, Speech, and Hearing Services in the Schools.\u00a0<\/em>Advance online publication.\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Dans cet article est compar\u00e9 ce qui diff\u00e8re dans les \u00e9valuations pour la mise en place d’un outil de CAA pour deux enfants avec des pathologies diff\u00e9rentes : l’un avec Continue Reading \u2192<\/a><\/p>\n","protected":false},"author":1,"featured_media":438,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","footnotes":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false}}},"categories":[4],"tags":[19,13],"class_list":["post-435","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-caa","tag-caa","tag-evaluation"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/emmanuelleprudhon.fr\/wp-content\/uploads\/2017\/02\/synth\u00e8se-article-e1487144951162.jpg","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7eJVc-71","jetpack-related-posts":[{"id":580,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2017\/10\/03\/evaluation-the-pragmatics-profile-for-people-who-use-aac\/","url_meta":{"origin":435,"position":0},"title":"[Evaluation] The Pragmatics Profile for People who use AAC","author":"Emmanuelle","date":"3 octobre 2017","format":false,"excerpt":"Le profil pragmatique des comp\u00e9tences quotidiennes de communication des enfants a \u00e9t\u00e9 \u00e9labor\u00e9 par Hazel Dewart and Susie Summers. La version r\u00e9vis\u00e9e a \u00e9t\u00e9 \u00e9labor\u00e9e avec l'autorisation de NFER \u2013 Nelson. Ce profil peut \u00eatre utilis\u00e9 avec des personnes qui ont utilis\u00e9 la CAA, qui utilisent la CAA ou lorsque\u2026","rel":"","context":"Dans "CAA"","block_context":{"text":"CAA","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/caa\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":446,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2017\/02\/17\/article-efficacity-of-peer-support-arrangements-to-increase-peer-interaction-and-aac-use\/","url_meta":{"origin":435,"position":1},"title":"[Article] Efficacity of Peer Support Arrangements to Increase Peer Interaction and AAC Use","author":"Emmanuelle","date":"17 f\u00e9vrier 2017","format":false,"excerpt":"Dans cet article r\u00e9cent, les auteurs essaient d'\u00e9valuer les effets de de la formation des pairs des \u00e9l\u00e8ves avec des besoins complexes de communication (BCC) lorsque ceux-ci sont scolaris\u00e9s dans des classes d'enseignement g\u00e9n\u00e9ral. En effet, il avait \u00e9t\u00e9 not\u00e9 dans une \u00e9tude de Chung, Carter et Sisco en 2012,\u2026","rel":"","context":"Dans "CAA"","block_context":{"text":"CAA","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/caa\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":292,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2016\/09\/15\/article-effects-of-communication-partner-instruction-on-the-communication-of-individuals-using-aac-a-meta-analysis\/","url_meta":{"origin":435,"position":2},"title":"[Article] Effects of Communication Partner Instruction on the Communication of Individuals using AAC : A Meta-Analysis","author":"Emmanuelle","date":"15 septembre 2016","format":false,"excerpt":"Comme le titre de l'article l'indique, J. Kent-Walsh et al. (2015) recherchent, \u00e0 travers une analyse de la litt\u00e9rature, quels sont les effets de la formation des interlocuteurs de l'utilisateur de CAA. Le bon sens et l'exp\u00e9rience clinique nous am\u00e8nent \u00e0 penser que la formation des interlocuteurs est importante mais\u2026","rel":"","context":"Dans "CAA"","block_context":{"text":"CAA","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/caa\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2016\/09\/groupe.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":594,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2017\/10\/21\/article-augmentative-and-alternative-communication-to-support-receptive-and-expressive-communication-for-people-with-autism\/","url_meta":{"origin":435,"position":3},"title":"[Article] Augmentative and alternative communication to support receptive and expressive communication for people with autism","author":"Emmanuelle","date":"21 octobre 2017","format":false,"excerpt":"Light, J. C., Roberts, B., Dimarco, R., & Greiner, N. (1998). Augmentative and alternative communication to support receptive and expressive communication for people with autism.\u00a0Journal of Communication Disorders,\u00a031(2), 153-180. Voici ce que j\u2019ai retenu de cet article (j\u2019ai mis en italique mes propres r\u00e9flexions)\u00a0: L\u2019ASHA d\u00e9finit la CAA comme un\u2026","rel":"","context":"Dans "Autisme"","block_context":{"text":"Autisme","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/autisme\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2017\/10\/light.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2017\/10\/light.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2017\/10\/light.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":306,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2016\/09\/22\/quebec-user-evaluation-of-satisfaction-with-assistive-technology-ou-quest-2-0\/","url_meta":{"origin":435,"position":4},"title":"Quebec User Evaluation of Satisfaction with Assistive Technology ou QUEST 2.0","author":"Emmanuelle","date":"22 septembre 2016","format":false,"excerpt":"QUEST 2.0 (ou en fran\u00e7ais ESAT 2.0) est une \u00e9chelle d'\u00e9valuation de la satisfaction envers un outil technologique de CAA pour des utilisateurs adultes. Cette \u00e9chelle, con\u00e7ue par les Drs Demers, Weiss-Lambrou et Ska, comprend 12 items et peut \u00eatre, soit auto-administr\u00e9e soit compl\u00e9t\u00e9e avec de l'aide. C'est la premi\u00e8re\u2026","rel":"","context":"Dans "CAA"","block_context":{"text":"CAA","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/caa\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2016\/09\/ESAT.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":60,"url":"https:\/\/emmanuelleprudhon.fr\/index.php\/2016\/02\/17\/outil-devaluation-des-structures-du-temps-ouest\/","url_meta":{"origin":435,"position":5},"title":"Outil d’Evaluation des Structures du Temps (OUEST)","author":"Emmanuelle","date":"17 f\u00e9vrier 2016","format":false,"excerpt":"Le manuel de l'OUEST vient de para\u00eetre aux Presses de l'Universit\u00e9 de Qu\u00e9bec. Le mat\u00e9riel compl\u00e9mentaire peut \u00eatre obtenu sur simple demande par mail. L'OUEST est destin\u00e9 aux personnes pr\u00e9sentant des TSA (sans condition d'\u00e2ge, avec ou sans d\u00e9ficience intellectuelle) et aux personnes pr\u00e9sentant une d\u00e9ficience intellectuelle ou un retard\u2026","rel":"","context":"Dans "Autisme"","block_context":{"text":"Autisme","link":"https:\/\/emmanuelleprudhon.fr\/index.php\/category\/autisme\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2016\/02\/livre.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2016\/02\/livre.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/emmanuelleprudhon.fr\/wp-content\/uploads\/2016\/02\/livre.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/posts\/435","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/comments?post=435"}],"version-history":[{"count":5,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/posts\/435\/revisions"}],"predecessor-version":[{"id":444,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/posts\/435\/revisions\/444"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/media\/438"}],"wp:attachment":[{"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/media?parent=435"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/categories?post=435"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emmanuelleprudhon.fr\/index.php\/wp-json\/wp\/v2\/tags?post=435"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}