Introduction to Tele-AAC
Module 3: Additional Considerations
Now that we've seen tele-AAC in action, what more do we need to think about?
Your learning objectives for this module are to:
recognize the importance of protecting privacy
understand how telepractice can still serve as a support for an individual even if they can’t participate directly
describe ways in which tele-AAC can support generalization
In this last Module we go over some other important considerations, especially when thinking about intervention services via tele-AAC. Nerissa touches on issues of privacy and security, and advises viewers about protecting the clinical integrity of the services being offered. Tele-AAC is a method of clinical service delivery and oftentimes protected health information (PHI) is shared. The type of video-conferencing software, the storage methods used, and other elements of the environment (such as who can hear or see the session) can impact the privacy and security of the session.
Nerissa also talks about candidacy requirements in the context of direct tele-AAC intervention. While she emphasizes that individuals need to be able to sustain attention in a tele-environment, she then reminds us that indirect tele-AAC can also be an effective way of supporting an individual using AAC (who may not be able to attend to and access the computer screen in the same way). She details how important team members and communication partners can also be supported via tele-AAC, which, in turn helps improve outcomes for individuals using AAC.
Having learned more about tele-AAC and seen it in action for the purposes of direct and indirect service delivery, we can see how tele-AAC can change lives. We can also see how the very nature of the service delivery method can support collaboration amongst those supporting an individual using AAC. In essence, tele-AAC is a powerful way in which we can help ensure more widespread AAC generalization and implementation.
Lastly, Hillary reviews some of the main points of the presentation. She reminds us of what distinguishes tele-AAC from telepractice, and spends time going over the various service delivery models (direct versus indirect, as well as synchronous and asynchronous services). Hillary also recaps the clinical intervention examples, reminding us of what we saw in the videos and how these are important elements of tele-AAC work.
Hillary finishes by talking about privacy and security as well as clinical integrity, and leaves us with more to think about when considering tele-AAC.
As you wrap up this course, think about:
If someone can’t necessarily engage in direct synchronous tele-AAC services, how can they be supported through tele-AAC.
How to still provide tele-AAC services if you don’t have all of the equipment shown in this course.
Ways to still demonstrate a skill or to “see” what an individual is doing even if you can’t connect in real time.
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