Data Collection and Monitoring AAC Intervention in the Schools Speech-language pathologists working in the schools with students who rely on AAC are expected to measure progress to document gains in language competence. This article provides an overview of some of the basic considerations SLPs make in collecting clinical data to monitor building language competence. Three hypothetical students are used ... Article
Article  |   June 01, 2009
Data Collection and Monitoring AAC Intervention in the Schools
Author Affiliations & Notes
  • Katya Hill
    Department of Communication Sciences and Disorders, University of Pittsburgh, Pittsburgh, PA
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   June 01, 2009
Data Collection and Monitoring AAC Intervention in the Schools
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2009, Vol. 18, 58-64. doi:10.1044/aac18.2.58
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2009, Vol. 18, 58-64. doi:10.1044/aac18.2.58
Abstract

Speech-language pathologists working in the schools with students who rely on AAC are expected to measure progress to document gains in language competence. This article provides an overview of some of the basic considerations SLPs make in collecting clinical data to monitor building language competence. Three hypothetical students are used as examples to illustrate data collection through the three transitional stages in language development SLPs frequently encounter on a school caseload: (a) pragmatics to semantics, (b) semantics to syntax, (c) phonology to metaphonology. Examples of performance and outcomes data including language activity monitoring are provided for each transition. SLPs addressing the what, when, how, who, where, and why of data collection find AAC intervention manageable. Strong evidence from clinical practice is needed to optimize the language competence of students who rely on AAC.

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