Speech Buddies: A new buddy for articulation!

What if you could teach a sound with only one tool in a matter of weeks? Most of us SLPs have tried just about everything: tongue depressors, lollipops, floss...the list goes on. These handy tools are designed specifically to use as tactile cues for our kiddos who have trouble producing a sound with only a visual and auditory cue. Below is my experience using them in therapy and some general info.

The basics: If you go to http://www.speechbuddy.com/, the speech buddies are described as tools to teach correct tongue positioning for the sounds: R,L,S, ʃ  (shoe), ʧ (chair) .

The tools were created and developed by SLPs and have research of use and effectiveness for the R and S tools.  There are two separate versions of their website. When you follow the link, it will prompt you by asking if you are a parent or speech-language pathologist. You can then choose the sound your child/student needs to improve, their age, and their speech challenge. This is where you can choose to share a medical diagnosis. If you choose a diagnosis that is not articulation-related (ex. stuttering or selective mutism), the message states that speech buddies are not appropriate for your child. There is also an option once you complete these fields to find a speech-language pathologist near you!                                            

I entered my zip code and age of my average client for an example, and received a result of 16 speech-language pathologists to choose from in the metro Atlanta area. This made me remember my profile is only 41% complete...whoops! SLPs- You can upload your credentials and license(s) so potential clients will know you are certified. This portion of their site is called Speech Buddies Connect. SLPs, I recommend registering yourself. It's free marketing!

Our trial with Speech Buddies:
If you don't already know, our practice has a variety of neurotypical clients and clients with multiple communication needs. We specialize in AAC, but most of our clients who need speech generating devices have diagnoses of Dysarthria, Apraxia, or both! We do have some traditional articulation and/or language clients as well. I have tried the speech buddies R,L,and S with three different clients. All are very different from one another, but have all responded to the speech buddies in their own way.

• Client One has a traditional articulation disorder characterized by distortion of the postvocalic R. He has been working on traditional drill therapy for years, and I immediately suggested we try the "Rabbit Buddy". Although he has difficulty hearing the difference between his productions of the sound, I am able to help him identify when he has a correct production with the Rabbit Buddy tool. He pauses after that reinforcement to remember his tongue and lip placement when using the tool in the correct position. Each kid's placement of this tool can vary based on their tongue size and lip placement. For example, this client needs to place the tool closer to the posterior portion of his tongue to complete the "curl" of the tongue. For a total of 8 visits in our clinic and practice 3-5 days a week at home, he has shown improvement with the /ear/ and /air/ positions of R in words.I recommend continued therapy to improve overall productions, but wanted to report his progress so far :)
• Client Two is primarily nonverbal, however is beginning to produce the bilabial M and use vocal play. We have started to use the Speech Buddies L and S for placement. He is not yet able to coordinate his movements and sound together, however his placement for L is perfect and is able to do it without the Lion Buddy in his mouth after a couple of trials! His mom liked the Speech Buddies so much, she bought the whole set! Hopefully I will have an update to this post with more sounds being mastered :)
• Client Three has acquired Apraxia and able to produce M in syllables (CVCV). He approximates T, D, and L but they are not yet perfected. I have trialed the S "Seal" Speech buddy with him. The tactile cues are very helpful, but he really requires more preliminary focus on articulator (lip and tongue)  strength and coordinated movement before we can move to the production of S. As with any plan of treatment, we will continue working toward making small steps to gain these speech sounds! 

Conclusion:
Speech Buddies are a great alternative to traditional tactile cues given for articulation therapy. They also provide online support with sound drills in various positions of syllables and words (the company labels these as 'Games'). It appears that some precursors are needed prior to using these tools. For example, if you have a client with Apraxia who is working on differentiated lip and tongue movements, they may not be ready for using one of these tools that require isolated tongue movement. I would say base this decision on your professional judgment as a speech-language pathologist.
*I forgot to mention that Speech Buddies also offers lesson plans and games for parents and children to work on articulation at home without the help of an SLP. The only time I would recommend this would be following an evaluation and plan of treatment provided by a certified Speech-Language Pathologist who believes your child can make progress on articulation without professional support.

What we would love to see!
As a result of our trial in this clinic, we have a few things we would love to see added to the Speech Buddies repertoire. First, we would like to see more interactive games on their website (or maybe even an app!)
I told my clients we were going to play games online, then one of them promptly said "this is just working on our words again!" A theme-based or reward-based practice game would be fun and kids may be less likely to view it as "work."
We also have some kids who are only beginning to work on their sounds, meaning they need beginning sounds like P,B,M, K and G. We know the reason the Speech Buddies were created as R,L,S, ʃ ,ʧ is because they are the most commonly misarticulated. A wider range of options would be nice, too! If you're going to try the Speech Buddies in your clinic or recommend them to a parent, we say try them in the clinic first. You will know if it's going to work for the client within a couple of visits and it's not a big financial commitment for the parent if this approach doesn't work for your client.  More updates to come!

Visual Scenes: How we teach home/community messages in the therapy room

Visual scene displays. Why do we like them?

What they ARE: Visual scene displays are primarily used for AAC users who have difficulty navigating through categorically based buttons for what they want/need. For example, finding your favorite show "The Bachelor" may mean navigating to word lists categories, then to tv, then to shows, then to The Bachelor. Visual scene displays make it easier (and faster!) to find what you need. If there is a photo of your living room on your page, you can click on living room, then touch the tv in the living room and your favorite tv shows will show up! By activating the tv button on the scene, the user can easily say "I want to watch tv" by pushing only 2 buttons.
What they AREN'T: Visual scene displays should not replace teaching/use of core vocabulary. For example, they aren't created to use as "labeling" things in a room. When a child touches the couch, the message activated should be "let's sit on the couch" instead of simply "couch".
Great in theory, but just how are we going to teach AAC users to use this awesome feature while in our therapy rooms? Keep reading...

What devices can have visual scene displays?

I have been using visual scenes on the Dynavox Compass software, but visual scenes are available on the Novachats, Accents as well as in some apps (GoTalkNow, Autismate, Chatable, TouchChat, Scene & Heard and Scene Speak).

How do we teach visual scene displays in the therapy room?

I started with Unique Learning System's "Navid's House". This story is about a little boy and places in his house. This is a good starting point!

All ULS curriculum comes with supplemental activities. I like using the pictures of rooms in Navid's house. Laminated, you can stick Velcro or Tack it on manipulatives (like the refrigerator, plate, spoon) to put in the rooms. Once your student understands each room individually, you can add the sorting task for items mixed from different rooms! I usually pair kitchen and living room together. 

 

Then comes the fun part! Take screen shot from the child's visual scene on their device or use a larger photo of the room in their own house like this one. Excuse the white dots, they are my Velcro pieces! I used a screen shot because it includes the layout of the software-including the quickfires and word lists especially.

You can then find images of their favorite things in the kitchen (maybe a specific cup, snack or chair) and laminate those for use. I interchange the symbol from ULS with the photographs to determine what works best for the student. I also like teaching them the association between the symbols and familiar photographs. As with anything, I fade the cues until the student has reached mastery of these skills.

Materials for extra practice:

I always choose something for carryover of the skill into other areas of therapy. This could be for play-based language, sentence building, or naming! Here's the Melissa and Doug reusable sticker pad I like with house scenes. The students really like to make "silly" scenes using these stickers-and then make "silly" sentences of course!

 Who doesn't love a good app? "Toca House" by Toca Boca and "House of Learning" by Smarty Ears are great apps that focus on household places and even chores! Check them out by clicking on the  screenshot :)

I hope you found this helpful! This post was inspired by my dilemma on how to teach visual scenes in my therapy room. Of course it's best to teach in the environment, but since we don't all have the luxury of going to our students' homes, this is my solution!

Happy speeching,

Jenna

Go Talk Now App- Slick New Tool

Disclaimer: I really am not a static display device fan. Seriously not a fan, as in I groan audibly when one of my new patients tells me he uses a static display device at school for his communication.  I hate for children who really need a comprehensive communication system to be given 20 buttons and sent on their way. It makes me clinically insane. If the static display device is part of the AAC system, okay, but if it is THE communication system, ugh.  So you can imagine GoTalks haven't been on the top of my go to communication device list.

Then I wandered into an ATIA presentation and saw this: the GoTalk Now App that is pretty awesome. I beg forgiveness from the Attainment Company Gods (of whom I have been a career long fan) and am here to announce that I am a Reformed Go Talk Aficionado.

This app has all the tools of a comprehensive communication app in a build it yourself version.  The content that is available is in an early stage of development, but the potential, ENDLESS.

So with this app you have the ability to create a page of 25 buttons and with a few clicks drop it down to a 2 button page. You can access a quick message popup on every page. You can turn on a message window. It's simple to add a photo symbol to a button from your library or camera. Don't have your own photo? A couple of taps and you can search the internet and drop an image on your button.  Multiple images can be placed on a single button. Buttons can speak a synthesized message or you can record your own. Not only can you make grids for communication, you can easily make scenes for context based messages. And it SCANS. Craziness!  It's an amateur AAC page developers dream. Easy to use, easy to customize with a ton of great features.

There are several options to get started with the GoTalk Now App:
GoTalk Now Free- one book with 3 pages, Free
GoTalk Start-  one book with 5 pages, $19.99
GoTalk Now- unlimited books and pages, voices, templates, backup and restore, and sharing via wifi, $80
GoTalk Now Plus- all of use above plus Symbolstix library, Ready, Set, Communicate book and Acapela voices, $150

This app is one to have in every classroom and is also a great simple app to trial AAC with your child.  It has potential to help teachers and therapists introduce vocabulary symbols, especially for activity based boards. I believe it has potential to give students an ability to participate in their environment, learn new symbols or to practice more advanced syntax and morphology in a low distraction environment.  For my purposes, it has become an exceptional evaluation tool.  If you took the time to build it, you could create a communication app with absolutely everything you could possibly need for a 25 location comprehensive communication system.

A real disclaimer: I was given an evaluation version of this app to test out. Then again, I'm given a lot of apps. I only talk about the good ones :)

AAC Vocabulary: Categories or Core? How about BOTH, and a few other things...

This question was posed this week on the ASHA Special Interest Group for AAC.  It was such a good question and research packed answer that I thought I’d share it.  The reply is from an SLP who specializes in content for the Dynavox devices, however, the actual research is listed for you to read and decide for yourself.  Very interesting!

“I was wondering if anyone has run across any specific research that demonstrates the effectiveness of a language-based selection interface (i.e. LAMP or Prentke-Romic software) versus that of a category-based selection interface (i.e. Dynavox or Proloquo2Go)? “  (SLP in Washington)

-------------------------------------------

Replied to by Linnea McAfoose, Dynavox Technologies

“What a great question!  Knowing the research is an important part of evidence based practice.  I think there are two different parts to your question:  vocabulary organization/interface and vocabulary type.  Here are some references for each.  I’ll apologize in advance for the length of this post and disclose up front that I am an SLP who works for DynaVox.

Research directly comparing vocabulary organization/interface

1.       Light, Drager, et. al (2004)¹, found that typically developing 4 and 5 year olds find it easier to locate target vocabulary organized incategories (based on part of speech, scheme, or a schematic scene, all of which are used on DynaVox devices) than using iconic encoding (e.g., Unity from PRC).  This was without any training and accuracy wasn’t necessarily very high for any of the conditions.  With training, however, all but one of the children made gains in accuracy.  Significantly greater gains were seen for the three category based conditions than for iconic encoding.

2.       Drager, Light, et. al (2003, 2004)^2,3 also looked at the type of categorical organization was easier for children to learn and use.  They found that typically-developing young children (2 ½ and 3 year olds) were better able to navigate to and locate specific vocabulary when it was organized in a visual scene (called schematic scene display or contextual scene; used in DynaVox products) than when it was organized in a grid.

Research reflecting the types of vocabulary we need to communicate what we want, where we want, and how we want (as an SLP, this is really exciting to me J)

1.       Instead of needing either a core word vocabulary or categorical vocabulary (the two distinctions in your question), AAC systems need to provide access to both!  At all ages, we need a combination of pre-programmed messages and vocabulary we can use to create novel messages.  We need access to messages that can get us into conversations efficiently and allow us to communicate precisely within the interactions.

a.       Lieven (2003)⁴ provides support for the idea that much of what young children say (½ to ⅔) is made up of utterances they have previously used with one or several words that change.  For example, the chunk “Where’s Annie’s…” can be followed by any number of single words like “plate,” “hat,” or “book,” based on the situation.  Basically, young children use consistent chunks of language in which they modify a word or two based on the situation/need. 

a.       In her dissertation, Clendon (2006)⁵ concludes that we require a combination of formulaic (prestored) and creative (core and spelling) to ensure we can communicate what we want both efficiently and precisely. 

b.      In a review of multiple studies with adults, Todman (2008)⁶ concluded “AAC system design should reflect conversational goals and include effective whole-utterance features needed to support both transactional and social conversation. It must also be recognized that word construction features are also needed to meet some communication goals.”

2.       DynaVox provides this combination of vocabulary in our software (InterAACt framework).  Here are two recent articles specifically discussing InterAACt

a.       McCoy et. al (2011)⁷ suggests that AAC systems “should allow the user to quickly navigate to desired messages, but should also help the user remember what messages are available and allow quick editing of existing messages or composing new messages.”  She specifically cites InterAACt as a an example of software that allows for seamless switching between pre-stored messages (topics, topic messages, Phrases, QuickFires) and the tools needed to create new messages (core, word lists, keyboards).

b.      Kent-Walsh and Binger (2011)⁸ report a case study about a child who needs a communication device to help her expressive language reach the level of her receptive language.  They state she needed  “an SGD that was durable, was portable, had a dynamic display, pre-contained age-appropriate pre-programmed vocabulary and morpho-syntactic software, and had onscreen keyboard capabilities to support literacy development.”   InterAACt was the communication software recommended to meet these needs.

¹Light, J., Drager, K., McCarthy, J., Mellott, S., Millar, D., Parrish, C., Parsons, A., Rhoads, M., Ward, M., & Welliver, M. (2004). Performance of Typically Developing Four and Five Year Old Children with AAC Systems using Different Language Organization Techniques. Augmentative and Alternative Communication, 20, 63-88.

²Drager, K., Light, J., Speltz, J., Fallon, K., & Jeffries, L. (2003). The performance of typically developing 2 ½ -year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech Language and Hearing Research, 46, 298 – 312.

Drager, K., Light, J., Carlson, R., D’Silva, K., Larsson, B., Pitkin, L., & Stopper, G. (2004).  Learning of dynamic display AAC technologies by typically developing 3-year-olds: effect of different layouts and menu approaches, Journal of Speech, Language, and Hearing Research,  47 , 1133–1148.

⁴Lieven, E., Behrens, H., Speares, J., & Tomasello, M. (2003). Early Syntactic Creativity: A Usage-based Approach. Journal of Child Language, 30, 333-370. 

⁵ Available at https://cdr.lib.unc.edu/indexablecontent/uuid:93d1ba1c-4f99-40f3-b4ca-7287159c1315?dl=true

⁶Todman, J., Alm, N., Higginbotham, J., & File, P. (2008). Whole Utterance Approaches in AAC, Augmentative and Alternative Communication, 24(3), 235-254. 

⁷McCoy, K., Hoag, L., & Bedrosian, J. (2011).  Next generation utterance based systems:  what do pragmatic studies tell us about system design? Perspectives in Augmentative and Alternative Communication, 20, 57-63.

⁸Kent-Walsh, J. & Binger, K. (2011).  Technology as a language tool: augmentative and alternative communication in the classroom. Perspectives on School-Based Issues, 12, 28-34.”

Cody in the Community: Out and About with AAC

Hello, all! This post was inspired by Kate Ahern’s session titled “Bringing AAC Home” at ATIA in Orlando that Vicki and I attended. She had some great ideas and insight about our kiddos using their AAC devices at home and in the community. Many of us don’t have the opportunity to provide services to our clients outside the speech clinic (at home, in the community, at school), so we don’t always know how much their voice is heard when we aren’t in therapy. This does not mean, of course, that their needs aren’t met. I understand there are many things that need to be done at home and using an AAC device can sometimes be viewed as “homework” that may or may not get done.

 

These thoughts during Kate’s session of course made me think of a “rockstar” mom who always comes to therapy with great stories about her son, Cody. I have some amazing families who consistently use their children’s devices in every aspect of their lives, but this family is exceptional and I wanted to share a great story. Cody has Cerebral Palsy and uses a Tobii I-15 eye gaze device to communicate. He’s only had it a few months, but consistently surprises us with his quick wit, humor, and attitude. I want to take this opportunity to share one of the best stories about Cody and how he uses his device in the community. Below is the email I received from Cody’s mom after I saw them sitting in our parking lot after therapy one day:

“Hi Jenna!

First, my funny story from yesterday.  So, I had to get a new tire put on the car due to my careless curb-job (which was the best one I think I've ever done).  I had to find out which Ford dealer had a tire like my other ones.  Cody was getting ill.  He likes to see you then eat lunch.  He doesn't like sitting in the car if we are not moving! So, he was cranky during lunch and the dealer said it would be 2 hour wait.  I was so nervous and the anxiety set in.  I know what Cody is capable of when he does not want to do something. 

          So we go to Woodstock and we wait and wait and wait.  The child was an angel!! We tried to download games to his computer and I was so stressed out, I couldn't ever figure it out!  He didn't let out a peep.  He played the games that were already on his computer and then I said, hey, lets talk.  So I asked him a few questions and he never responded.  So I decide to check out facebook on my phone.  His screen was at his home page.  All of I sudden I heard ‘not fair, not fair, not fair, I don't like it, I don't like it, I don't like it’ Everyone look up and Cody had a big smile on his face.  I asked him if he was tired and it was unfair he had to spend his afternoon at the dealer he said ‘uh-huh’!!!  I thought I would fall out of my chair laughing!!  Then he kept looking at ‘gross, gross, gross’ I asked him if he could something a little nicer, and I got no response. 

          He was saying ‘different, different’ then looking at the TV.  I asked him if they should change the channel.  He said ‘uh-huh’.  Crack me up!!  So long story but we got our tire and were on our merry way!”

This is such a great story for many reasons. First: Cody’s mom takes his device EVERYWHERE and sets it up for him-even if he doesn’t appear to have something to say. Second: We all ask our kids so many questions- and when she stopped asking, he sure gave an opinion! Third: I should’ve mentioned that Cody’s mom drives him to see me from about 45 miles away (that’s almost Tennessee so the travel takes a few hours) and they have amazing attendance. Fourth: We don’t have much “formal” knowledge of Cody’s literacy skills, so he is either reading the words or has already learned the symbols and navigation of the device from his home screen. Either way, he’s amazing! Finally: This parent is doing everything she can to allow her son to communicate as often as those of us with natural voices. I don’t give them homework because I know they create their own J Please enjoy the pictures I’ve included as proof!

Jenna

Shopping with Autism: A Tale of Two Boys and Maslow's Hierarchy of Needs

Twice in the past month I've heard about a young man with Autism who exhibited thoughtfulness, empathy and understanding of another's perspective.  It's interesting to me because I've heard so often about how our friends with autism don't do that.  Huh.  Except that I've seen it first hand many times. I'm not so sure I buy this idea that Autism=Inability to Relate.  Maybe the difficulty doesn't lie in an innate inability to take another's perspective.  Maybe, for some people with autism, the issue is simply a difficulty accurately expressing this knowledge and understanding in ways that other people recognize.  Please understand that I'm not posting about a topic I've researched extensively.  I've never read anyone's supposition about this idea.  I'm not a researcher.  I'm a clinician; but a clinician who has met a LOT of people with autism who have a hard time communicating.  This is just one of those times that what I see in my clinical experience is contradictory to what I've been taught.  A contradiction that keeps smacking me in the face, unable to be ignored.

Let's consider these two boys:  Zachary

Shari, our wonderful office manager and mother to an amazing son, Zachary (who is also my LONG time patient and friend) told me a story last month that blew me away.  Zachary has autism.  He talks but struggles with creative language and articulation.  He primarily communicates using a NovaChat 10 communication device.   Zachary was shopping with his aunt, strolling along in a store when he stopped abruptly, spotting a set of Lalaloopsy Cards on clearance.  Zachary insisted on buying the cards.  Now Zachary has zero interest in Lalaloopsy  but it turns out his little sister did. When he came home he took them out and gave them to her.  Here's what Shari says about this event.  https://www.facebook.com/swalterwillingham/posts/10202496922164571

Now this makes no sense, right?  What does this tell us about Zachary?  A lot of things:  He paid attention to something his sister is interested in; something in which he has zero personal interest.  He remembered this tidbit about his sister when he was out shopping.  He chose to do something to  make her happy.  No one knew why Zachary was buying these cards until he came home and gave them to Molly.  Totally spontaneous, unscripted, unprompted.  

The next time this concept jumped up and down in front of my face was this past week when I received a link to this video of Kreed: 

http://www.youtube.com/watch?v=wdoeiuq--O0

The video is from Kreed's World, a YouTube channel with videos of an amazing young man with autism who uses an AAC device to communicate (Dynavox T10).  This video struck me in several ways.  Kreed is shopping for a present for his mother.  He is shopping with his friend.  She says Kreed is her "right-hand man!"  Their positive relationship is readily apparent and she is pretty amazing herself.  She consistently gives Kreed choices of options for his mother, from the presents he selects to a special card.  She reads all the messages for him so that he can make a decision.  What about Kreed?  Well, he picks two presents he has seen his mother enjoy in the past, nail polish and an inspirational sign.  Although I don't know Kreed, I can't imagine he has any interest in these two items.  He selected presents showing that he, like Zachary, was paying attention to the interests of someone he loves.  I was struck by the noise and visual stimulation in the Target as he shopped.  I can't imagine that this was the most pleasant environment for Kreed, or anyone with autism (or me, for that matter, in the weeks before Christmas).  And yet, he patiently looked through the aisles, considered lengthy poems in cards and then thoughtfully selected presents.  Here is Kreed's Facebook page: https://www.facebook.com/kreedsworld

Do children with Autism exhibit struggles with attending to others?  Focusing on their interests and desires?  Well, yea, but not always.  At times they show an amazing attention, memory and empathy.  So how do we explain this contradiction?

I have a theory that's been stewing around in my brain lately.  It started as I worked on an upcoming presentation on social skills and AAC that I'm giving with my friend, Holly Schneider, this month at ATIA.  As I dug around looking for materials I remembered something I studied in psychology class in the mid-80's that seemed to be relevant.  Maslow's Hierarchy of Needs is an idea presented in 1943 that suggests that humans have a hierarchy of needs they must meet as they move up a scale to self-actualization.  Let's put it more simply.  At the bottom of the hierarchy are physiological needs such as eating, drinking, breathing, and using the bathroom.  On the next rung up is safety/security of body, possessions, home and family.  One more step up and we are concerned with fulfilling love/belonging needs for friendship and family.  One more level up (just one below the top) is where we take care of our needs for esteem from others, for others and for ourselves (self-esteem).  Here's a better explanation than I can give:  Simply Psychology

http://commons.wikimedia.org/wiki/File:Maslow's_hierarchy_of_needs.png

Kreed and Zachary are showing self-actualization at the level only ONE RUNG from the top, showing esteem for others. Okay, maybe somewhere between Love/Belonging and Esteem but STILL! Holy Smokes!  How did THAT happen?  I know a few things about these boys:  their families respect their communication, their families show them that they have value and their opinions matter (see the choice making options in Kreed's video).  In short, these boys may be nonverbal but their families have helped them by being respectful and encouraging.  All of their basic needs are met so they can concentrate on others.

So what of our children who struggle with attention to others and empathy?  These children, it seems to me, are simply at a more basic level of Maslow's pyramid.  Their communication difficulty means that they may feel the need to fight for the food/drinks and possessions they want (even if this isn't reality).  They may not feel safe due to overloaded sensory systems.  They  may be unable to communicate to share their health and hurts.  

The long and short of it:  the people with Autism who I know, are capable of becoming empathetic, loving, caring members of their families.  They are capable of contributing meaningfully to personal friendships.  

What can we do?  Make sure that we help our friends with Autism meet their basic needs.  Be aware of where they fall on Maslow's Hierarchy and help them move on up!

Respect!

Vicki

AT Grant from Easter Seals of West Georgia

Hi Everyone,
I received this email and attachments from the Dept of Education this morning.  It details the AT grant available to children with disabilities 6 years and under in our state.  We've successfully used this grant in the past.  It is a relatively simple way to get the equipment our young children need.  Here's the link to the paperwork:  Easter Seals AT Grant Paperwork

Subject: 2013 - 2014 Assistive Technology Program DPH/ESWG

Good Evening!!

We are pleased to announce that Easter Seals West Georgia has grant opportunities for assistive technology.  This is a state-wide grant.  The grant is for children with a disability or special health care need, birth through 6 (up to seventh birthday) who reside in Georgia.

1.            Assistive Technology:-

Assistive Technology (AT) applications may only be submitted by a qualified medical professional (QMP) such as an occupational therapist, physical therapist, speech language pathologist, developmental pediatrician, augmentative communication specialist, assistive technology professional, certified rehabilitation technology specialist, etc.  The QMP must send a completed AT grant application and AT Assessment report form with original signatures.  The QMP may fax or scan these forms to expedite the process...but we will still need an original.  The QMP will be required to send a copy of their license as well as a criminal background check to keep on file. This grant does not pay for therapy services or evaluations...just for the Assistive Technology Device and related services that directly assists an individual in the selection, acquisition, or use of an assistive technology device.

·                Enclosed are the required forms (Application and Assessment Report) and an information sheet for Assistive Technology. Please prioritize the items in order of need.

·                It is crucial that the QMP provide: 1) specific information on the item(s) requested 2) specific information on where the items can be ordered and 3) contact information for the QMP.  

·                All applications will be reviewed for approval. 

·                All AT request must coincide with the appropriate discipline of the QMP making the request. (Ex: OT’s & PT’s cannot request communication devices, this must be completed by a SLP)

·                Any Augmentative and Alternative Communication (AAC) devices requested by the appropriate QMP will be required to submit an additional form (AAC Request Form) along with the Application and Assessment Report.

·                To verify the items ordered have been received, all packing slips must be signed and sent to us. 

Also, there is a flier enclosed to promote these opportunities.  Please share this information and the flier with others who may benefit from these services.  Please feel free to contact Brittany Gobble or Sharon Borger with any questions.  Email is the best way for us to get you the appropriate applications.  Please email us at the addresses listed on the flier.

All Applications as well as Assessments with original signatures must be mailed to the following address:

Attn: Brittany Gobble and/or Sharon Borger

2515 Double Churches Rd

Columbus GA 31909

Help us... help you... help the children!

Brittany H. Gobble

Family Support Manager

Easter Seals West Georgia, Inc.

2515 Double Churches Road

Columbus GA 31909

706.256.0413 (Work Phone)

706.660.1146  (Fax)

Email: brittany@eastersealswga.org