Individuals Who Use Augmentative and Alternative Communication and Participate in Active Recreation: Perspectives From Adults With Developmental Disabilities and Acquired Conditions.

PURPOSE: The aim of the study was to gather the perspectives and lived experiences of 10 adults who use augmentative and alternative communication (AAC) and participate in active recreation. Active recreational participation includes individual sports such as adaptive skiing, surfing, and cycling, as well as unified team sports such as soccer, bocce, and basketball. METHOD: This research involved a qualitative study with two separate asynchronous online focus groups each conducted over a 6-week span. The focus groups included literate individuals who use AAC and engage in active recreational pursuits across the United States. One focus group included five individuals with acquired conditions, and the other group included five individuals with developmental disabilities. RESULTS: Thematic analysis of the data from both focus groups revealed five primary themes with corresponding subthemes: barriers (intrinsic and extrinsic), supports (intrinsic and extrinsic), benefits (intrinsic and extrinsic), communication (methods), and recommendations for communication partners and people who use AAC. CONCLUSIONS: This study provides important information to individuals who use AAC and their communication partners about the benefits of active recreation and the supports needed to make these experiences successful. As a result of this study, speech-language pathologists, related professionals, and caregivers will gain a better understanding of how they can support recreational participation for people who use AAC with a specific focus on enhancing communication and expanding social networks. Supplemental Material https://doi.org/10.23641/asha.17701043.

Effect of online instruction on volunteers who support people with complex communication needs in active recreation.

This study was conducted to teach and evaluate the effectiveness of an online training called The CAPTURE & Share program. The program was taught using online instruction in an asynchronous manner with six volunteers who facilitate recreational participation for individuals with complex communication needs. The online training focused on teaching volunteers how to support opportunities for individuals to capture photos and videos from recreation and then share them across their social networks. The first aim of the study was to teach the volunteers about implementation and use of the 8-step CAPTURE & Share program while the second aim was to evaluate the programs' overall effectiveness. Two multiple baselines designs across three participants each were used to evaluate the volunteers' written responses to probes delivered during baseline, intervention, maintenance, and generalization phases. Additionally, social validation data were collected. Results indicated that volunteers were not only successful in learning the program, but were also highly satisfied with the online training methods. Implications for using online instruction are discussed for speech-language pathologists, caregivers, individuals with complex communication needs, and recreational professionals.

Weaving participation, interaction, and technology across recreational experiences: perspectives from volunteers, caregivers, and people with complex communication needs.

Recreational and leisure activities offer many meaningful and motivating opportunities for communication and improving quality-of-life. Volunteers in recreation activities have important roles as participation and communication facilitators, while also creating opportunities for learning and social interaction. The aim of this study was to implement a novel photo and video intervention called the CAPTURE & Share Program, and to evaluate its impact on communication opportunities and participation. For the study, five volunteers were assigned to five individuals with complex communication needs. Each dyad took photos and videos during a series of three kayaking lessons. After each lesson, volunteers participated in feedback sessions, while caregivers, support staff, and participants with complex communication needs shared their perspectives during pre- and post-lesson interviews. A thematic analysis, based on the data from the volunteer feedback sessions, revealed five primary themes: Program Components, Modifications, Barriers, Supports, and Benefits. Findings revealed that volunteers supported the individuals with complex communication needs who participated in the study to collect photos and videos as they learned how to use cameras and communicate their preferences for capture. Furthermore, the photos and videos that were collected were shared with family and friends, which encouraged more frequent social interactions and opportunities for communication. Findings suggest that recreational activities were perceived to provide an appropriate infrastructure for photo and video capture and to support opportunities for communication.

"You Get More Than You Give": Experiences of Community Partners in Facilitating Active Recreation with Individuals who have Complex Communication Needs.

Recreation is an essential part of life that provides enriching experiences that may define one's life course similar to careers or other interests. An understanding of the role of volunteers in active community-based recreational programs can help to generate ways to enhance participation and contribute to additional communication opportunities with people who have complex communication needs. Nine volunteers from two adaptive ski programs and one therapeutic horseback-riding program in the Northeast region of the United States participated in semi-structured interviews. Audio-recordings were transcribed and analyzed and resulted in five thematic areas: (a) benefits, (b) why individuals volunteer, (c) barriers, (d) successful program supports, and (e) who are the riders and skiers using AAC. The findings provided insight to support the notion that active community-based recreational activities foster an environment for communication, meaningful engagement, and social relationships between volunteers and people with complex communication needs.