Building AAC capacity in Majority World countries: feasibility of an AAC implementation approach in Ghana.
Tracks
5
Alternative and Augmentative Communication (AAC)
Complex communication needs (CCN)
Cultural learning
Education
International/global
Mentoring
Research
| Sunday, June 15, 2025 |
| 10:55 AM - 11:05 AM |
Overview
Dr Tanja Effing and Charlene Cullen
Details
⏫ Research insights
⏲️ 10.55am - 11.15am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 10.55am - 11.15am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Dr Tanja Effing
Bridge Assistive
Building AAC capacity in Majority World countries: feasibility of an AAC implementation approach in Ghana.
10:55 AM - 11:15 AMPresentation summary
Objectives: There is considerable inequity between Majority and Minority World countries in terms of access to and knowledge of Augmentative and Alternative Communication (AAC). This study evaluated the feasibility of an AAC implementation approach designed to build AAC capacity and access to high-tech AAC in Ghana.
Methods: Ghanaian speech pathologists (SPs) were eligible for inclusion if they were employed in a Ghanaian government service or not for profit sector and worked with clients who could benefit from AAC. The AAC implementation approach incorporated an online AAC training course (8 hours) and three one-hour mentoring sessions with Australian SPs (two, six, and 14 weeks after online course completion). SPs were provided with access to low-light and high-tech AAC loan systems for assessments and could apply for client AAC system donations. SP surveys were conducted at baseline, after AAC course completion, and at 6 months follow-up. Feasibility outcomes at 6-month follow-up included: training completion rates, session attendance, AAC case load, AAC assessment rates, completeness and maintenance state of AAC loan systems, and SPs’ satisfaction.
Results: Twelve Ghanaian SPs were included (female: n=10; mean age 35.9 (SD 5.1); median years since SP qualification: 5 (interquartile range: 4-6)). Previous training in low-tech (n=11) and high-tech AAC (n=5) was reported. Eleven SPs successfully completed the online AAC training course (mean score final case study assessment: 84.2% (SD 4.6)). One SP withdrew because of time restraints. SPs indicated that the online AAC course had helped them to learn about AAC but could be further improved by including more low-light tech AAC content and cultural appropriate material. The six-month follow-up will be completed in December 2024. Mentoring session attendance to date is 90.9%.
Conclusions: This innovative AAC implementation approach will provide data for further improvement of AAC implementation approaches in Ghana and other Majority World countries.
Methods: Ghanaian speech pathologists (SPs) were eligible for inclusion if they were employed in a Ghanaian government service or not for profit sector and worked with clients who could benefit from AAC. The AAC implementation approach incorporated an online AAC training course (8 hours) and three one-hour mentoring sessions with Australian SPs (two, six, and 14 weeks after online course completion). SPs were provided with access to low-light and high-tech AAC loan systems for assessments and could apply for client AAC system donations. SP surveys were conducted at baseline, after AAC course completion, and at 6 months follow-up. Feasibility outcomes at 6-month follow-up included: training completion rates, session attendance, AAC case load, AAC assessment rates, completeness and maintenance state of AAC loan systems, and SPs’ satisfaction.
Results: Twelve Ghanaian SPs were included (female: n=10; mean age 35.9 (SD 5.1); median years since SP qualification: 5 (interquartile range: 4-6)). Previous training in low-tech (n=11) and high-tech AAC (n=5) was reported. Eleven SPs successfully completed the online AAC training course (mean score final case study assessment: 84.2% (SD 4.6)). One SP withdrew because of time restraints. SPs indicated that the online AAC course had helped them to learn about AAC but could be further improved by including more low-light tech AAC content and cultural appropriate material. The six-month follow-up will be completed in December 2024. Mentoring session attendance to date is 90.9%.
Conclusions: This innovative AAC implementation approach will provide data for further improvement of AAC implementation approaches in Ghana and other Majority World countries.
Refrences
Atherton, M., Davidson, B., & McAllister, L. (2017). Exploring the emerging profession of speech-language pathology in Vietnam through pioneering eyes. International Journal of Speech- Language Pathology, 19(2), 109-120. https://doi.org/10.3109/17549507.2016.1159335
Chua, E. C. K., & Gorgon, E. J. R. (2019). Augmentative and alternative communication in the Philippines: a survey of speech-language pathologist competence, training, and practice. Augmentative and Alternative Communication, 35(2), 156-166. https://doi.org/10.1080/07434618.2019.1576223
Conlon, C., & Zupan, B. (2024). The knowledge, confidence and attitudes of Australian speech-language pathologists in augmentative and alternative communication for children and young people. Journal of Clinical Practice in Speech-Language Pathology, 26(1), 1-17. https://doi.org/10.1080/22000259.2024.2316925
Creer, S., Enderby, P., Judge, S., & John, A. (2016). Prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK: determining the need. International Journal of Language & Communication Disorders, 51(6), 639-653. https://doi.org/10.1111/1460-6984.12235
Joginder Singh, S., Aimann Makhtar, U. A., Hassan, F. H., Foong, J. H., Sokmum, S., & Ali, A. (2024). Augmentative and alternative communication: the experience of Malaysian speech-language pathologists and caregivers of individuals with aphasia. Aphasiology. https://doi.org/10.1080/02687038.2024.2326463
Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication, 35(1), 1-12. https://doi.org/10.1080/07434618.2018.1556732
McCormack, J. M., & Verdon, S. E. (2015). Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census. International Journal of Speech-Language Pathology, 17(3), 273-286. https://doi.org/10.3109/17549507.2015.1034175
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). A systematic review of the barriers and facilitators to the provision and use of low-tech and unaided AAC systems for people with complex communication needs and their families. Disability and Rehabilitation: Assistive Technology, 14(7), 710-731. https://doi.org/10.1080/17483107.2018.1499135
Muttiah, N., Gormley, J., & Drager, K. D. R. (2022). A scoping review of augmentative and alternative communication (AAC) interventions in low-and middle-income countries (LMICs). Augmentative and Alternative Communication, 38(2), 123-134. https://doi.org/10.1080/07434618.2022.2046854
WHO & UNICEF. (2022). Global report on assistive technology (CC BY-NC-SA 3.0 IGO). https://www.who.int/publications/i/item/9789240049451
Wylie, K., McAllister, L., Davidson, B., Marshall, J., Amponsah, C., & Bampoe, J. O. (2017). Self-help and help-seeking for communication disability in Ghana: implications for the development of communication disability rehabilitation services. Global Health, 13(1), 92. https://doi.org/10.1186/s12992-017-0317-6
Chua, E. C. K., & Gorgon, E. J. R. (2019). Augmentative and alternative communication in the Philippines: a survey of speech-language pathologist competence, training, and practice. Augmentative and Alternative Communication, 35(2), 156-166. https://doi.org/10.1080/07434618.2019.1576223
Conlon, C., & Zupan, B. (2024). The knowledge, confidence and attitudes of Australian speech-language pathologists in augmentative and alternative communication for children and young people. Journal of Clinical Practice in Speech-Language Pathology, 26(1), 1-17. https://doi.org/10.1080/22000259.2024.2316925
Creer, S., Enderby, P., Judge, S., & John, A. (2016). Prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK: determining the need. International Journal of Language & Communication Disorders, 51(6), 639-653. https://doi.org/10.1111/1460-6984.12235
Joginder Singh, S., Aimann Makhtar, U. A., Hassan, F. H., Foong, J. H., Sokmum, S., & Ali, A. (2024). Augmentative and alternative communication: the experience of Malaysian speech-language pathologists and caregivers of individuals with aphasia. Aphasiology. https://doi.org/10.1080/02687038.2024.2326463
Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication, 35(1), 1-12. https://doi.org/10.1080/07434618.2018.1556732
McCormack, J. M., & Verdon, S. E. (2015). Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census. International Journal of Speech-Language Pathology, 17(3), 273-286. https://doi.org/10.3109/17549507.2015.1034175
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). A systematic review of the barriers and facilitators to the provision and use of low-tech and unaided AAC systems for people with complex communication needs and their families. Disability and Rehabilitation: Assistive Technology, 14(7), 710-731. https://doi.org/10.1080/17483107.2018.1499135
Muttiah, N., Gormley, J., & Drager, K. D. R. (2022). A scoping review of augmentative and alternative communication (AAC) interventions in low-and middle-income countries (LMICs). Augmentative and Alternative Communication, 38(2), 123-134. https://doi.org/10.1080/07434618.2022.2046854
WHO & UNICEF. (2022). Global report on assistive technology (CC BY-NC-SA 3.0 IGO). https://www.who.int/publications/i/item/9789240049451
Wylie, K., McAllister, L., Davidson, B., Marshall, J., Amponsah, C., & Bampoe, J. O. (2017). Self-help and help-seeking for communication disability in Ghana: implications for the development of communication disability rehabilitation services. Global Health, 13(1), 92. https://doi.org/10.1186/s12992-017-0317-6
**********
Tanja Effing has been trained as a movement scientist, physiotherapist, and epidemiologist and has more than 20 years of experience in the field of clinical trials, mostly respiratory and self-management orientated. Tanja is one of the directors of Bridge Assistive and responsible to develop, conduct, and evaluate sustainable AAC projects to increase AAC capacity and access in Majority World countries.
Mrs Charlene Cullen
Link Assistive Pty Ltd
Building AAC capacity in Majority World countries: feasibility of an AAC implementation approach in Ghana.
10:55 AM - 11:15 AM**********
Charlene is a Speech Pathologist and an Assistive Technology Consultant. With over 25 years of experience working in the disability sector, she has assisted individuals, families, therapists, and educators with trialling and choosing AT and AAC solutions and training them to use for every day independence and participation.
Charlene is the Clinical Team Manager at Link Assistive. She leads a team of speech pathologists and occupational therapists and together they provide consultation, support, and training for AAC and other assistive technologies across Australia.
Charlene has presented workshops on AAC throughout Australia and internationally in Singapore, China and New Zealand. She enjoys presenting and training and is passionate about helping others to find their voice and independence.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
.
