O'Keefe Bernard M, Kozak Natalie Bahry, Schuller Reinhard
University of Toronto, Toronto, Ontario Canada.
Augment Altern Commun. 2007 Mar;23(1):89-96. doi: 10.1080/07434610601116517.
Two focus groups comprised of adults who used AAC and two focus groups comprised of adult AAC facilitators in Ontario, Canada were asked to identify their own AAC research priorities and to state their levels of agreement with previously identified research priorities in AAC. Members of the focus group who used AAC had physical disabilities since birth except one participant who became disabled at age 2 years. Using focus group methodology and analysis, the participants were asked to generate their own AAC research priorities. A questionnaire and Likert-type scale was used to determine their levels of agreement with six research priorities set a decade earlier by a group of AAC researchers sponsored by the United States-based National Institute of Deafness and other Communication Disorders (NIDCD). Focus group members stressed the importance of (a) preparing people who use AAC to succeed in situations such as maintaining friendships, dating, and finding jobs; (b) improving service delivery of their AAC devices; (c) improving technology in high tech and low tech devices; (d) increasing public awareness of people who use AAC; (e) improving methods of teaching reading skills to people who use AAC; and (f) improving AAC communications training for all healthcare professionals.
两个由使用辅助沟通系统（AAC）的成年人组成的焦点小组，以及两个由加拿大安大略省成年AAC促进者组成的焦点小组，被要求确定他们自己的AAC研究重点，并说明他们对先前确定的AAC研究重点的认同程度。使用AAC的焦点小组成员自出生就有身体残疾，只有一名参与者在2岁时致残。通过焦点小组方法和分析，要求参与者提出他们自己的AAC研究重点。使用一份问卷和李克特量表来确定他们对由美国国立耳聋及其他交流障碍研究所（NIDCD）赞助的一组AAC研究人员在十年前设定的六个研究重点的认同程度。焦点小组成员强调了以下几点的重要性：（a）帮助使用AAC的人在维持友谊、约会和找工作等情况下取得成功；（b）改善他们的AAC设备的服务提供；（c）改进高科技和低科技设备中的技术；（d）提高公众对使用AAC的人的认识；（e）改进向使用AAC的人教授阅读技能的方法；以及（f）改进针对所有医疗保健专业人员的AAC沟通培训。
