a Department of Special Education , Illinois State University , Normal , IL , USA.
Augment Altern Commun. 2016 Sep;32(3):175-86. doi: 10.1080/07434618.2016.1213766. Epub 2016 Aug 9.
The ultimate goal of AAC provision is to promote students' active participation across settings through interactions involving a variety of partners and functions. To achieve such outcomes, educational teams must collaborate and consider the characteristics of students, their families, and relevant environments during AAC assessment and intervention. To date, AAC team collaboration has rarely been evaluated collectively outside intervention or case study research. In this investigation, a meta-synthesis was conducted to review qualitative studies of perspectives of team members on supporting students who used AAC, ranging in age from kindergarten to post-secondary, in public schools in the United States. Analyses yielded three primary themes necessary for effective AAC services; inputs, activities, and outcomes. Implications and recommendations for service providers and future researchers are described.
辅助沟通设备提供的最终目标是通过各种合作伙伴和功能的互动，促进学生在不同环境中的积极参与。为了实现这样的结果，教育团队在进行辅助沟通设备评估和干预时，必须进行协作，并考虑到学生、他们的家庭和相关环境的特点。迄今为止，除了干预或案例研究之外，很少有研究对辅助沟通设备团队合作进行集体评估。在这项研究中，进行了元综合，以回顾在美国公立学校中，对从幼儿园到大学后年龄不等的使用辅助沟通设备的学生的团队成员的观点的定性研究。分析产生了有效辅助沟通设备服务的三个主要主题：投入、活动和结果。为服务提供者和未来的研究人员描述了影响和建议。
