{"id":138,"date":"2024-01-22T12:06:48","date_gmt":"2024-01-22T12:06:48","guid":{"rendered":"https:\/\/satellite.mmu.ac.uk\/iasc\/?page_id=138"},"modified":"2025-02-13T09:39:15","modified_gmt":"2025-02-13T09:39:15","slug":"available-resources","status":"publish","type":"page","link":"https:\/\/satellite.mmu.ac.uk\/iasc\/available-resources\/","title":{"rendered":"Available resources"},"content":{"rendered":"\n<div class=\"wp-block-cover alignfull\" style=\"margin-top:0;margin-bottom:0;min-height:141px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-palette-color-1-background-color has-background-dim-100 has-background-dim\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<h1 class=\"wp-block-heading has-text-align-left has-palette-color-3-color has-text-color\" style=\"margin-top:0;margin-right:0;margin-bottom:0;margin-left:0\">Available resources<\/h1>\n<\/div><\/div>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"631\" height=\"411\" src=\"https:\/\/satellite.mmu.ac.uk\/iasc\/wp-content\/uploads\/sites\/321\/sites\/346\/2024\/01\/funnel-available-resources.png\" alt=\"\" class=\"wp-image-139\" srcset=\"https:\/\/satellite.mmu.ac.uk\/iasc\/wp-content\/uploads\/sites\/321\/sites\/346\/2024\/01\/funnel-available-resources.png 631w, https:\/\/satellite.mmu.ac.uk\/iasc\/wp-content\/uploads\/sites\/321\/sites\/346\/2024\/01\/funnel-available-resources-300x195.png 300w\" sizes=\"auto, (max-width: 631px) 100vw, 631px\" \/><figcaption class=\"wp-element-caption\">Available resources<\/figcaption><\/figure>\n\n\n\n<p>Available resources include comment on other influencing factors summarised as attitudinal support, financial resources, intervention input, general practical support, team-around-the child knowledge and skills, and on-going training available to support the aid recommendation.&nbsp;<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"attitude\">Attitude<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#attitude\"><\/a><\/h4>\n\n\n\n<p>This describes any attitudinal influence on the child\/young person\u2019s AAC journey. Findings suggest that teams make decisions influenced by the attitudinal support of those around the child.<\/p>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-1\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-1_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-1_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-1_0\" role=\"button\" for=\"accordion_group_accordion-1_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Implications<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-1_0\">\n\t\t\t\t\t<p>Be aware that attitudes can have a considerable influence on decision making and implementation.<\/p><p>Draw on those with positive attitudes to support the development and delivery of the AAC implementation plan.<\/p><p>Engage in an open and honest discussion where there are negative or unrealistic attitudes present during the assessment process, e.g. unrealistic attitudes may relate to what people think the technology can do for the child or young person.<\/p><p>Consider addressing attitudinal change through listening and supporting, education and training, defining roles and responsibilities, providing an increased timeframe for the decision making process and agreeing on the contexts for using AAC.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-1\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-1_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-1_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-1_1\" role=\"button\" for=\"accordion_group_accordion-1_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-1_1\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-AAC-Log-blank.pdf\">I-ASC AAC Log blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-AAC-Log-example.pdf\">I-ASC AAC Log example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Why-use-AAC.pdf\">I-ASC Why use AAC<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Little-eureka-moments.pdf\">I-ASC Little eureka moments<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-example.pdf\">I-ASC About me example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Alannah-case-study-to-use-with-I-ASC-resources.pdf\">I-ASC Alannah case study to use with I-ASC resources<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-aid-maintenance-and-backup-plan.pdf\">I-ASC Communication aid maintenance and backup plan<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Choosing-roles-in-AAC-decision-making-and-implementation.pdf\">I-ASC Choosing roles in AAC decision making and implementation<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-pre-assessment-reflective-cycle.pdf\">I-ASC pre assessment reflective cycle<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-1\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-1_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-1_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-1_2\" role=\"button\" for=\"accordion_group_accordion-1_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-1_2\">\n\t\t\t\t\t<p><a href=\"http:\/\/www.augcominc.com\/index.cfm\/social_networks.htm\">Blackstone\u2019s Social Networks<\/a><\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-1\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-1_3\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-1_3\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-1_3\" role=\"button\" for=\"accordion_group_accordion-1_3\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-1_3\">\n\t\t\t\t\t<p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em><\/p><p>Webb, E.J.D., Meads, D., Lynch, Y., Randall, N., Judge, S., Goldbart, J., Meredith, S., Moulam, L., Hess, S., and Murray, J. (2019) What\u2019s important in AAC decision making for children? Evidence from a best-worst scaling survey,\u00a0<em>Augmentative and Alternative Communication<\/em>, doi: 10.1080\/07434618.2018.1561750<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"cost\">Cost<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#cost\"><\/a><\/h4>\n\n\n\n<p>This refers to the financial cost incurred for the provision of a symbol communication aid and the ongoing support costs. Findings indicate that where service models ensure access to communication funding, cost becomes less prominent in decision making and is line with a right\u2019s based philosophy of service provision.<\/p>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-2\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-2_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-2_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-2_0\" role=\"button\" for=\"accordion_group_accordion-2_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Implications<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-2_0\">\n\t\t\t\t\t<p>Where funding is available, value for money should be considered through the provision of the most appropriate but cost-effective AAC solution for individuals.<\/p><p>Costs related to the teaching and learning support and the aid maintenance support should be estimated and included in any decision recommendation.<\/p><p>Where funding is more variable, there is a need to advocate to service commissioners and service providers to ensure clinical need determines system choices rather than the economic cost.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-2\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-2_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-2_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-2_1\" role=\"button\" for=\"accordion_group_accordion-2_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-2_1\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-system-recommendation-reflective-practice-checklist.pdf\">I-ASC Communication system recommendation reflective practice checklist<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Adult-views.pdf\">I-ASC Adult views<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-2\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-2_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-2_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-2_2\" role=\"button\" for=\"accordion_group_accordion-2_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-2_2\">\n\t\t\t\t\t<p><a href=\"https:\/\/speechbubble.org.uk\/\">Speech bubble communication aid database<\/a><\/p><p><a href=\"https:\/\/www.communicationmatters.org.uk\/resources\">Communication Matters information on policy and standards<\/a><\/p><p><a href=\"https:\/\/www.bercow10yearson.com\/wp-content\/uploads\/2018\/03\/337644-ICAN-Bercow-Report-WEB.pdf\">The Bercow report 10 years on<\/a>\u00a0<\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-2\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-2_3\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-2_3\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-2_3\" role=\"button\" for=\"accordion_group_accordion-2_3\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-2_3\">\n\t\t\t\t\t<p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em><\/p><p>See also information the UK policy context under policy and legislation<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"intervention\">Intervention<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#intervention\"><\/a><\/h4>\n\n\n\n<p>This refers to intervention which includes all implementation supports post-recommendation (who, what, where and how). Findings suggest that the intervention supports available to the child or young person influences the recommendation choice. All communication aids are an investment in the child\u2019s future achievements. Different systems have different intervention implications for both the child or young person and the support team.<\/p>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-3\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-3_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-3_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-3_0\" role=\"button\" for=\"accordion_group_accordion-3_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Implications<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-3_0\">\n\t\t\t\t\t<p>Most children and young people will require high levels of intervention support, identify who will provide this support before making a recommendation.<\/p><p>Team buy-in is critical for implementation. Ensure the recommendation process incorporates building consensus and a shared view on the child\u2019s long term developmental pathway.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-3\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-3_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-3_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-3_1\" role=\"button\" for=\"accordion_group_accordion-3_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-3_1\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-AAC-Log-blank.pdf\">I-ASC AAC Log blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-AAC-Log-example.pdf\">I-ASC AAC Log example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-example.pdf\">I-ASC About me example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Choosing-roles-in-AAC-decision-making-and-implementation.pdf\">I-ASC Choosing roles in AAC decision making and implementation<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-3\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-3_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-3_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-3_2\" role=\"button\" for=\"accordion_group_accordion-3_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-3_2\">\n\t\t\t\t\t<p>Intervention resources at\u00a0<a href=\"http:\/\/praacticalaac.org\/\">http:\/\/praacticalaac.org\/<\/a><\/p><p>The Codes Framework\u00a0<a href=\"https:\/\/codesframework.wordpress.com\/\">https:\/\/codesframework.wordpress.com\/<\/a><\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-3\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-3_3\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-3_3\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-3_3\" role=\"button\" for=\"accordion_group_accordion-3_3\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-3_3\">\n\t\t\t\t\t<p>Lynch, Y., Goldbart, J., Dada, S., Moulam, L., Randall, N., Judge, S. Meredith, S., &amp; Murray, J. (2018). A literature review on the language abilities of children and young adults who use aided AAC during language development.\u00a0<em>Communication Matters Journal, 32<\/em>(3), 16-20.<\/p><p>Lynch, Y., McCleary, M., and Smith, M. (2018). Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review.\u00a0<em>Child Language Teaching and Therapy, 34<\/em>(1), 23-36.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F0265659018755524\">doi:10.1177\/0265659018755524<\/a>.<\/p><p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"support\">Support<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#support\"><\/a><\/h4>\n\n\n\n<p>This explores the support needed to fulfil the aid recommendation. It includes language scaffolding, customisation and personalisation. Findings suggest that child or young person\u2019s available support influences the communication aid recommendation.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The demands of learning AAC are high on families and those around the child. It is critical that families are supported to be active within the decision making process.<\/li>\n\n\n\n<li>Identify what supports can be put in place to assist those around the child (both family and immediate team).<\/li>\n<\/ul>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-4\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-4_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-4_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-4_0\" role=\"button\" for=\"accordion_group_accordion-4_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-4_0\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-AAC-Log-blank.pdf\">I-ASC AAC Log blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-AAC-Log-example.pdf\">I-ASC AAC Log example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Choosing-roles-in-AAC-decision-making-and-implementation.pdf\">I-ASC Choosing roles in AAC decision making and implementation<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-system-recommendation-reflective-practice-checklist.pdf\">I-ASC Communication system recommendation reflective practice checklist<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-How-to-use-the-mindmap-resource.pdf\">I-ASC How to use the mindmap resource<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Mind-map-blank.pdf\">I-ASC Mind map blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-Competing-considerations-descriptors.pdf\">I-ASC Competing considerations descriptors<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-Cultural-and-contextual-influencers-descriptors.pdf\">I-ASC Cultural and contextual influencers descriptors<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-How-to-use-the-spidergram-resource.pdf\">I-ASC How to use the spidergram resource<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Spidergram-blank.pdf\">I-ASC Spidergram blank<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-4\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-4_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-4_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-4_1\" role=\"button\" for=\"accordion_group_accordion-4_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-4_1\">\n\t\t\t\t\t<p><a href=\"https:\/\/acecentre.org.uk\/project\/you-matter\/\">You Matter training programme<\/a>\u00a0<\/p><p><a href=\"https:\/\/www.spd.org.sg\/AACforCaregivers\/Manual\">Strategies for supporting AAC<\/a>\u00a0<\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-4\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-4_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-4_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-4_2\" role=\"button\" for=\"accordion_group_accordion-4_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-4_2\">\n\t\t\t\t\t<p>Goldbart, J., &amp; Marshall, J. (2004). \u201cPushes and pulls\u201d on the parents of children who use AAC.\u00a0<em>Augmentative and Alternative Communication,\u00a020<\/em>, 4, 194-208. doi: 10.1080\/07434610400010960<\/p><p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"team-knowledge-and-skill\">Team knowledge and skill<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#team-knowledge-and-skill\"><\/a><\/h4>\n\n\n\n<p>This includes the knowledge and skills of any team member in supporting AAC decision making. It includes confidence with AAC, prior knowledge and experience, familiarity and training and continuing professional development needs. Findings suggest that team knowledge and skills, including the family, influences communication aid recommendations.<\/p>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-5\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-5_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-5_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-5_0\" role=\"button\" for=\"accordion_group_accordion-5_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Implications<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-5_0\">\n\t\t\t\t\t<p>Be aware that pre-existing familiarity and confidence with particular systems may bias decision making towards those systems. Reflect on whether the familiarity\/confidence is a justifiable reason in each instance.<\/p><p>Be mindful of the long-term implications of choices and recommendations. In choosing a particular graphic representation system as part of the first aid, a child will have to continue with that type of representation or be forced into a situation where they lose learning and have to learn new language construction skills.<\/p><p>Be sure to discuss expectations and dispel any misperceptions arising from the media portrayal of communication aid technology, e.g., the speed of AAC mediated communication or apparent ease of use.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-5\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-5_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-5_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-5_1\" role=\"button\" for=\"accordion_group_accordion-5_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-5_1\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-example.pdf\">I-ASC About me example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Choosing-roles-in-AAC-decision-making-and-implementation.pdf\">I-ASC Choosing roles in AAC decision making and implementation<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-system-recommendation-reflective-practice-checklist.pdf\">I-ASC Communication system recommendation reflective practice checklist<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Spidergram-blank.pdf\">I-ASC Spidergram blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-How-to-use-the-spidergram-resource.pdf\">I-ASC How to use the spidergram resource<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-aid-maintenance-and-backup-plan.pdf\">I-ASC Communication aid maintenance and backup plan<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-5\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-5_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-5_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-5_2\" role=\"button\" for=\"accordion_group_accordion-5_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-5_2\">\n\t\t\t\t\t<p><a href=\"https:\/\/www.nes.scot.nhs.uk\/media\/2507407\/nesd0214aacframework-re.pdf\">Informing and Profiling Augmentative and Alternative Communication Knowledge and Skills (IPAACKS)<\/a><\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-5\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-5_3\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-5_3\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-5_3\" role=\"button\" for=\"accordion_group_accordion-5_3\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-5_3\">\n\t\t\t\t\t<p>Dietz, A., Quach, W., Lund, S. K., &amp; McKelvey, M. (2012). AAC assessment and clinical decision-making: The impact of experience.\u00a0<em>Augmentative and Alternative Communication<\/em>,\u00a0<em>28,<\/em>\u00a0148-159. doi:10.3109\/07434618.2012.704521<\/p><p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"training\">Training<a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/#training\"><\/a><\/h4>\n\n\n\n<p>This refers to the development of communication partner knowledge and skill. Findings suggest that the opportunity to provide and receive child specific AAC training varies.<\/p>\n\n\n<div  class=\"wp-block accordion \">\n\t\t\t<ul class=\"accordion__wrapper\">\n\t\t\t\t<li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-6\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-6_0\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-6_0\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-6_0\" role=\"button\" for=\"accordion_group_accordion-6_0\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Implications<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-6_0\">\n\t\t\t\t\t<p>As all AAC intervention place high demands on the child\/young person, family and support team, aim to include training as part of a communication aid purchase and set-up plan.<\/p><p>Consider if training supports can be accessed through commercial suppliers and specialized service providers. Include these components in your recommendation plan.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-6\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-6_1\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-6_1\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-6_1\" role=\"button\" for=\"accordion_group_accordion-6_1\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>I-ASC Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-6_1\">\n\t\t\t\t\t<p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-AAC-Log-blank.pdf\">I-ASC AAC Log blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-AAC-Log-example.pdf\">I-ASC AAC Log example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Choosing-roles-in-AAC-decision-making-and-implementation.pdf\">I-ASC Choosing roles in AAC decision making and implementation<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Mind-map-blank.pdf\">I-ASC Mind map blank<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/05\/I-ASC-How-to-use-the-mindmap-resource.pdf\">I-ASC How to use the mindmap resource<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-aid-maintenance-and-backup-plan.pdf\">I-ASC Communication aid maintenance and backup plan<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-system-recommendation-reflective-practice-checklist.pdf\">I-ASC Communication system recommendation reflective practice checklist<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-Communication-system-trial-plan.pdf\">I-ASC Communication system trial plan<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-example.pdf\">I-ASC About me example<\/a><\/p><p><a href=\"http:\/\/iasc.mmu.ac.uk\/wp-content\/uploads\/2019\/04\/I-ASC-About-me-blank.pdf\">I-ASC About me blank<\/a><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-6\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-6_2\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-6_2\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-6_2\" role=\"button\" for=\"accordion_group_accordion-6_2\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Other\u00a0Resources<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-6_2\">\n\t\t\t\t\t<p><a href=\"https:\/\/www.nes.scot.nhs.uk\/media\/2507407\/nesd0214aacframework-re.pdf\">Informing and Profiling Augmentative and Alternative Communication Knowledge and Skills (IPAACKS)<\/a>\u00a0<\/p><p><a href=\"https:\/\/www.spd.org.sg\/AACforCaregivers\/Manual\">Strategies for supporting AAC<\/a>\u00a0<\/p><p><a href=\"https:\/\/acecentre.org.uk\/project\/you-matter\/\">You Matter training<\/a>\u00a0<\/p><p><em>Please email\u00a0<a href=\"mailto:i-asc@mmu.ac.uk\">i-asc@mmu.ac.uk<\/a>\u00a0if you know of resources that should be included here<\/em><\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li><li class=\"accordion__item\">\n\t\t\t\t<input type=\"radio\" name=\"accordion_group_accordion-6\" class=\"is-sr-only accordion_group_checkbox accordion_checkbox\" id=\"accordion_group_accordion-6_3\" \/>\n\t\t\t\t<label id=\"accordion_group_label_accordion-6_3\" aria-expanded=\"false\" aria-controls=\"accordion_group_accordion-6_3\" role=\"button\" for=\"accordion_group_accordion-6_3\" class=\"accordion__title base-text has-grey-light-background-color\"><span class=\"is-sr-only\">Toggle accordion<\/span>Learn more<\/label>\n\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"accordion_group_label_accordion-6_3\">\n\t\t\t\t\t<p>Lynch, Y., Murray, J., Moulam, L., Meredith, S., Goldbart, J., Smith, M., Batorowicz, B., Randall, N., and Judge, S. (2019) Decision making in communication aid recommendations in the UK: Cultural and contextual influencers\u00a0<em>Augmentative and Alternative Communication<\/em> <\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t<\/div>\n\n\n<p><strong>Table of Contents<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/child-characteristics\/\">Child characteristics<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/access-features\/\">Access features<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/communication-aid-attributes\/\"><strong>Communication aid attributes<\/strong><\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/available-resources\/\">Available resources<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/transitions\/\">Transitions<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/iasc.mmu.ac.uk\/i-asc-explanatory-model-of-aac-decision-making\/ways-of-working\/\">Ways of working<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Available resources include comment on other influencing factors summarised as attitudinal support, financial resources, intervention input, general practical support, team-around-the child knowledge and skills, and on-going training available to support [&hellip;]<\/p>\n","protected":false},"author":30020,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"tags":[],"class_list":["post-138","page","type-page","status-publish","hentry"],"blocksy_meta":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - 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