By Erin Jester
In recent decades, assistive technology for children with communication disorders has grown exponentially — everything from iPad apps to eye gaze-enabled tracking devices.
But a learning curve remains, both educational and social, for children with limited verbal abilities.
The University of Florida is helping fill that gap with a weekly group at UF Health Pediatric Rehab – Magnolia Parke in Gainesville.
Last fall, children ages 4 to 10 met with their families and UF student mentors to learn how to use augmentative and alternative communication devices. Their medical diagnoses include autism, cerebral palsy, and genetic conditions and neurological disorders that affect their speech. It’s the only group of its kind in the Alachua County area.
“It was a great experience to work on (the devices) with patients and see how they’d use them in real-life settings,” said Fiona Fulling, a second-year student at UF who is pursuing a master’s degree in communication sciences and disorders in UF’s College of Public Health and Health Professions. “Being able to adapt to what doesn’t work and change course is important.”
Fulling was among 32 UF students who worked individually with the first cohort of children last fall from September to November. A second cohort starts this summer.
Helping the community
The UF Health group is the brainchild of Jaime Miale, a UF Health speech language pathologist specializing in assistive technology, and Kristen Lewandowski, M.A., CCC-SLP, an instructional assistant professor in the UF College of Public Health and Health Professions Department of Speech, Language and Hearing Sciences.
“It really was an awesome experience, even as a therapist,” Miale said. “It was so great to see it come to life.”
Students from Lewandowski’s augmentative and alternative communication class volunteered to work with the children.
A parent named Edgar, whose son began speech therapy at Magnolia Parke about three years ago, was recommended to the group by Miale. Edgar’s son Rafy, 5, was born with a rare genetic disorder that affects his speech.
Edgar said Rafy’s biggest hurdle has been realizing that has the ability to communicate. Lately, Rafy and his parents have been learning to use an assistive toy with big buttons he can hit to indicate when he needs something. He is still developing that skill, but the group has helped him make the connection.
“When he’s around people, he feeds on their energy. He was a lot more involved when he saw other kids (using the technology),” Edgar said. “It really helps him socially, and to learn from his peers that hey, I can do this.”
Each bead is used to convey feelings or needs to a caretaker. Photo courtesy of Leigh Anne Brewster
Providing the right tools and environment
Augmentative and alternative communication devices range in complexity, from eye gaze-enabled tracking devices that allow patients to use their eyes like a computer mouse to tablets with specialized communication apps for speech generation.
Low-tech devices, such as buttons that say a phrase when pressed, are typically introduced first to expose users to assistive technology for communication. Many switch-adapted toys have been provided to the UF Health group at no cost by the P.K. Yonge Developmental Research School’s high school robotics team, Roaring Riptide. The program is grant-funded through an initiative called #FIRSTwithAT.
In addition to these beneficial toys, the group also offers a social component. Traditionally, clinicians see patients one-on-one. The UF group provides an opportunity for families to support each other, work through challenges and see what other assistive communication devices can do.
In isolation, progress can feel slow, and children and families can get discouraged. But in a group setting, children benefit from learning alongside their peers, and parents can find community.
“It helps the parents to see that there is a good future ahead. If you keep at it, you can see the progress,” Edgar said. “That helps you emotionally and helps you keep at it.”