Family members' perceptions of augmentative and alternative communication device use.

Purpose: Although advancements in technology have expanded the use of augmentative and alternative communication (AAC) devices for children with disabilities, the use of AAC devices in school and home settings is often inconsistent. The purpose of this study was to examine family members' perceptions regarding the use of AAC devices. Factors that were perceived to affect student's use of AAC devices, family expectations, and benefits of AAC device use were explored.

Development and evaluation of the Families, Cultures and Augmentative and Alternative Communication (AAC) multimedia program.

Purpose: The Families, Cultures and AAC Project was designed to provide professionals and families with accurate, culturally sensitive information about augmentative communication technologies and decision-making strategies through an innovative, user-friendly format.

Methods: The project resulted in the development of the first interactive bilingual CD-ROM designed to be used by professionals at the pre- or in-service level, and family members from diverse cultures to develop AAC decision-making competencies.

Results: The Interactive Health Communication (IHC) model provided an effective structure for conceptualizing, developing and evaluating the program.

Families of young technology-dependent children and the social worker.

Health care social workers are increasingly providing services to young children who are technology-dependent through participation on individualized family service plan (IFSP) teams, as well as in clinical settings. Such participation suggests that new models for assessing the impact of medical technologies on family functioning will, of necessity, also begin to emerge. Assessment implications from a family systems perspective are presented that may be used to guide the development of future assessment strategies for health care social workers.

The nurse's role in planning for inclusion of medically fragile and technology-dependent children in public school settings.

With the increasing number of medically fragile and technology-dependent children in schools, greater collaboration is required between health care professionals and public school personnel to ensure that safe and effective services are provided. This article describes a comprehensive process involving two different, though interrelated, teams on which the pediatric nurse plays a critical role. The process involves collaborative multidisciplinary medical-health team activities, referral to the educational system before discharge from the hospital setting, collaborative multidisciplinary medical-health-educational team activities, and development of a health care plan, training, and follow-up that facilitates a safe, successful transition from the medical-rehabilitation setting into the community educational environment.