Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Matching Students to Augmentative and Alternative Communication: A Single Case Study

Sarah DiMeo, Ph.D., OTR/L, Mary Frances Baxter, Ph.D., OT, Susan Zapf, Ph.D., OTR, Jane Pemberton, Ph.D., Husny Amerih, Ph.D., OTR
  • Sarah DiMeo, Ph.D., OTR/L (Author) Texas Woman’s University image/svg+xml
    Sarah E. DiMeo, Ph.D., OTR/L: Dr. Sarah DiMeo received her B.S. in occupational therapy from Utica College, her M.S. in occupational therapy from Tufts University and her Ph.D. in occupational therapy from Texas Woman’s University. She has more than 18 years of experience in pediatric practice including private and public schools and private practice. Dr. DiMeo’s research interests include school-based occupational therapy services, including assessment tools and clinical reasoning. She is also interested in assistive technology assessments and interventions for all pediatric populations.
  • Mary Frances Baxter, Ph.D., OT (Author) Texas Woman’s University
    Mary Francis Baxter, Ph.D., OT, FAOTA: Dr. Mary Frances Baxter is a professor in the School of Occupational Therapy at Texas Woman’s University. Dr. Baxter’s research has foundations in neuroscience and trying to understand how changes in the nervous system change occupations and how the use of occupations can adapt the nervous system as measured by behaviors, skills, habits, etc. Her research interests include pediatrics, neuro-rehabilitation, and assistive and adaptive technology.
  • Susan Zapf, Ph.D., OTR (Author) Rocky Mountain University of Health Professions image/svg+xml
    Susan A. Zapf, Ph.D., OTR, BCP, ATP: Dr. Susan Zapf is an occupational therapist and assistive technology professional with more than 20 years of experience working with the pediatric population in both private practice and school settings. She is a co-owner of The Children’s Therapy Center in Houston, Texas and an assistant professor in the OTD program at Rocky Mountain University of Health Professions. She is the primary author of the MATCH-ACES Assistive Technology Assessment and The Service Animal Adaptive Intervention Assessment.
  • Jane Pemberton, Ph.D. (Author) Texas Woman's University image/svg+xml
    Jane B. Pemberton, Ph.D: Dr. Jane Pemberton is a professor in the Special Education Program, Department of Teacher Education, College of Professional Education at Texas Woman's University. Her research interests include connecting assessment with instruction and monitoring progress through curriculum-based measurement. She is also interested in effective learning strategies. Dr. Pemberton has experience in the public schools as a teacher in special education and general education, as well as an administrator.
  • Husny Amerih, Ph.D., OTR (Author) Texas Woman’s University
    Husny Amerih, Ph.D., OTR, ATP: Dr. Husny Amerih is an assistant professor in the School of Occupational Therapy at Texas Woman’s University. His research interests include physical disability, assistive technology, occupational therapy education and curricula, and occupational adaptation of foreign therapists. Dr. Amerih is certified by RESNA as an assistive technology professional.
DOI
https://doi.org/10.64546/jaasep.354
Abstract
The purpose of this case study was to examine if the Matching Assistive Technology to Child Augmentative Communication Evaluation Simplified (MATCH-ACES) assessment can help a special education team select an augmentative and alternative communication (AAC) intervention for a student with special needs. Additionally, this study identified the relative contributions of other interventions that the student received to begin to understand the impact that AAC had on the student. This study was a single case study and used a pretest-posttest design. There was a relationship between using the MATCH-ACES and the student’s individualized education goal improvement. Personal assistance, support from related services, and AAC device use significantly contributed to the student’s goal improvement. Future research should address using the MATCH-ACES assessment tool with a larger sample of students and examine the significance of the contributions of other interventions to confirm and identify critical supports for students with special needs.
Keywords
Allied Health Personnel, Assistive Technology, Augmentative and Alternative Communication, Elementary School Students, Goal Orientation, Individualized Education Programs
References

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There are 20 references in total.
How to Cite
DiMeo, S., Baxter, M. F., Zapf, S., Pemberton, J., & Amerih, H. (2018). Matching Students to Augmentative and Alternative Communication: A Single Case Study. Journal of the American Academy of Special Education Professionals, 13(1), 48-65. https://doi.org/10.64546/jaasep.354

Winter 2018

Article Information

  • Article Type Articles
  • Submitted January 16, 2018
  • Published February 15, 2018
  • Issue Winter 2018
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