Solution-focused coaching in pediatric rehabilitation: an integrated model for practice.

This article describes the conceptual basis and key elements of a transdisciplinary model for solution-focused coaching in pediatric rehabilitation (SFC-peds). The model exemplifies a strengths-based, relational, and goal-oriented approach to clinical practice. It provides a distinct shift from a problem-oriented, therapist-directed approach to a possibilities-oriented approach where client empowerment takes precedence. The model facilitates client change through a method of working with client strengths and resources that involves the use of strategic questions to co-construct therapy intervention. Through client-therapist collaboration, therapy goals and plans are developed that align with client hopes, priorities, and readiness for change. SFC supports client self-determination and capacity for change through customized therapy goals and plans that are meaningful for the child and family. Implications for therapists include the need for relational expertise, practical coaching skills, and expertise in facilitating change. The need for research on the effectiveness of this approach in pediatric rehabilitation is discussed.

Traditional versus computerized presentation and response methods on a structured AAC assessment tool.

This pilot investigation compared participants' performance using traditional versus computerized presentation and response methods on a subtest of the Test of Aided-Symbol Performance™ (TASP). Participants were between 6 years and 21 years of age and were using some form of augmentative and alternative communication (AAC). Investigators used a within-subject crossover design, with participants randomly assigned to the administration condition they experienced first. Two months later, participants experienced the second condition. Results showed no significant difference in performance regardless of the administration condition, which supported the investigators' hypothesis. Accepting computerized presentation and response methods for the TASP would allow this measure to be used more broadly and expand the current methods of confidently evaluating options for AAC recommendations.

Communication access in the library for individuals who use augmentative and alternative communication.

Libraries for All is a community-based program that aims to enhance communication access to the library for individuals who use augmentative and alternative communication (AAC), by providing resources and instruction. The goals are to (a) provide communication boards, (b) complete facilitator training, and (c) promote the program. To accomplish these goals, four communication boards were created and provided to all public libraries in London, Ontario. A train-the-trainer model was employed to ensure that all members of the library staff were familiar with the boards and aware of strategies to communicate more effectively with individuals who use AAC. Marketing materials were sent to potential stakeholders. The success of the program in meeting these three goals is highlighted.

AAC and community partnerships: the participation path to community inclusion.

The Life Needs Model (LNM) of service delivery emphasizes the importance of community participation in children's development and quality of life. This article is a case illustration of two community partnership programs based on the LNM. StoryTime and Dress Up and Drama provide participation opportunities in the community for children who use Augmentative and Alternative Communication (AAC). The authors describe the development and implementation of both programs. Regardless of level of functioning, each child who participated in the programs did so by communicating, interacting socially, and controlling the environment. Multiple benefits for children, parents/caregivers, community partners, and AAC clinicians are highlighted. The authors hope that this article will assist others in developing partnerships and implementing inclusive practices within their communities.