AAC FACILITATORS FOR PERSONS WITH AMYOTROPHIC LATERAL SCLEROSIS:

1
AAC FACILITATORS FOR PERSONS WITH AMYOTROPHIC
LATERAL SCLEROSIS LEARNING STYLES TECHNOLOGY
INTERESTS LJ Ball, K. Schardt DR
Beukelman University of Nebraska Medical
Center, Munroe-Meyer Institute, Omaha
University of Nebraska-Lincoln

• 5. The mean number of hours training provided by
  various supports included
• manufacturer representative (.15 hrs.) (SD
  .37),
• video (0 hrs.),
• tech support (0 hrs.),
• AAC/SLP (4 hrs.) (SD 6.7),
• user (.25 hrs.) (SD .62),
• other computer expert (not AAC) (1.1 hrs.) (SD
  2.9).

II. AAC Technology Learning Mode The learning
mode questionnaire contained four items. 1.
Preference for learning AAC technology alone with
manuals, tutorials and AAC devices. The mean
score for this item was 3.3 (6-point scale) (S.
D. 1.54). 2. Preference for learning AAC
technology with a small group of learners. The
mean score was 4.2 (S. D. 1.48). 3.
Preference for learning AAC technology in
response to case scenarios, had a mean score of
5.1 (S.D. 1.12). 4. Preference for learning
AAC technology through detailed, step-by-step
instruction, had a mean score of 4.6 (S.D.
1.19). Paired samples T-tests revealed
significant differences between 1 2 and between
1 3. A review of these results reveals that
PALS AAC technology facilitators reported
relatively similar preference for the first three
learning modes, with the lowest preference for
learning the AAC technology alone with manuals.
III. AAC Training 1. PALS
received a mean of 3.4 hours (SD 2.9)
training. 2. AAC facilitators received a mean of
2.7 hours (SD 2.2) training. 3. Ten out of 13
(77) facilitators viewed the training as
adequate. 4. The mean number of training hours
desired was 2.0 hours (SD 3.1).
ABSTRACT Characteristics of persons who
facilitate AAC technology use with people who
have amyotrophic lateral sclerosis (ALS) will be
presented. Results of a survey to 19 AAC
technology facilitators of PALS will be
presented. INTRODUCTION ALS is a progressive
neuromuscular disease resulting in speech
impairments. Successful AAC use has been
documented, however a review of the literature
suggests that little is known about the skills,
training, and learning styles necessary for the
person who facilitates use of AAC technology.
Fried-Oken, Rau, Fox, Tullman Lou (2004)
reported that caregivers of PALS indicated a
positive attitude toward AAC technology and that
no significant relationships existed between
attitudes toward technology/computer difficulty
and role strain. Communication device skills
difficulty, however, was identified as a
significant contributor to role strain.
Caregivers of persons with ALS (PALS) need to
develop a range of expertise to manage the
technology solutions that are used by PALS.
Domain interest (computer technology) was
examined (Hidi Baird, 1988 Hidi, 1990
Pintrich, 1989 Pintrich DeGroot, 1990
Schiefele, 1990, 1991). Interest should be
accorded a prominent role in a comprehensive
model of learning and it continues to play a
prominent part in our theories about choice of
activities, persistence, and attainment level.
Recent theoretical analyses (e.g., Hidi, 1990,
Schiefele, 1990) have provided persuasive
arguments for examining interest in understanding
motivation and cognition. Learning mode
preference (preferred mode people choose to learn
content or procedures) was selected. Some people
prefer direct instruction, during which the
instructor presents step-by-step information.
Others prefer to learn alone using books,
manuals, and/or tutorials. Still others prefer
to learn in small groups. PURPOSE The purposes
of this study are to document (a) characteristics
of AAC technology facilitators for PALS, (b)
amount of learning time received and required by
AAC technology facilitators, and (c) length of
use data for AAC technology for PALS.
METHOD Participants Persons identified as the
primary AAC technology facilitator for a PALS
were invited to complete a brief survey. A group
of 40 persons who had previously participated in
AAC clinical activities with a PALS and
self-identified as the primary AAC technology
facilitator were included. Nineteen surveys were
returned. Demographics of this sample represent
16 female and 3 male facilitators, including
spouses, adult children and primary care
providers. Procedures Participants completed a
brief survey, including three questionnaires.
Questionnaire one, computer technology interest
(17 items rated on a 5-point Likert type scale)
was adapted from a survey developed by Horn and
Bruning (1999). Questionnaire two, AAC learning
mode preferences, contained items that dealt with
independent learning (using AAC devices, manuals,
and tutorials), small group learning, learning in
response to case scenarios, and step-by-step
instruction by an instructor. Preferences for
these items were rated on a 6-point Likert-type
scale with 1 representing strongly disagree and
6 strongly agree.

• Questionnaire three, AAC training, contained 5
  items in which participants indicated the number
  of hours of training the PALS and facilitator
  received, whether training was adequate, amount
  of training needed, and where training was
  obtained.
• Questionnaires were distributed to the
  participants by mail. Participants were
  instructed to complete the questionnaires without
  consulting anyone or comparing their responses
  with others. The total time required to complete
  the questionnaires was approximately 5 minutes.
• RESULTS
• AAC Technology Facilitators
• 19 AAC technology facilitators completed
  questionnaires.
• 1. A 2.251 female to male ratio was observed.
  They facilitated AAC for
• 14 male PALS, age range 42-86
• 5 female PALS, age range 56-84

TRAINING BY SUPPORTS
GENDER OF PARTICIPANTS
TECHNOLOGY LEARNING MODE

• Quotes from Facilitators
• I had an advantage, my husband was a computer
  whiz!
• I am a visual hands-on learner, workshop
  instruction works best for me, then allowing me
  to help the person with ALS.
• My person with ALS was a quick study, so I
  learned from him.
• Taking the device home with all the booklets
  that come with it and using them to try to
  operate it on our own was extremely frustrating
  and confusing.

• CONCLUSIONS
• More facilitators were female than male
• Facilitators expressed low interest in computers
  technology in general, with the highest rating
  for interest in word processing/typing documents.
• Facilitators received training from a variety of
  sources, however the majority of training was
  received from AAC/SLP.
• Facilitators reported a preference for training
  in detailed one-on-one sessions, through
  workshops/group activities, and based on specific
  needs. They indicated that learning alone, with
  manuals and tutorials was not a desired method.
• It appears that facilitators are chosen by the
  person with ALS to be the technology facilitator,
  based on the fact that they are willing to assist
  and their proximity. It is likely to expect that
  facilitators need training in amounts equal to or
  perhaps greater than the person using the device.

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