Informisanost logopeda sa područja Crne Gore o asistivnoj tehnologiji za decu sa poremećajima verbalne komunikacije

  • Ivana Arsenić University of Belgrade – Faculty of Special Education and Rehabilitation, Belgrade, Serbia
  • Zorica Veljković University in Belgrade - Faculty of Special Education and Rehabilitation, Belgrade, Serbia
  • Anđela Vukićević Speech therapy office „Logopraxis“, Belgrade, Serbia
Keywords: asistivna tehnologija, informisanost, logopedi, verbalna komunikacija

Abstract


Introduction. Assistive technology includes tools and devices that can be used in their original, modified, or adapted form. The use of assistive technology in children with verbal communication disorders enables effective establishment of social interaction, expression of needs and desires, as well as increasing independence, self-esteem, and productivity. Aim. The aim of this research was to assess the level of awareness of speech and language therapists employed in the territory of the Republic of Montenegro about assistive technology for children with verbal communication disorders. Also, the study aimed to determine which sociodemographic variables influence the respondents' estimated level of information. Methods. Forty-eight speech therapists employed in the Republic of Montenegro participated in the research. The research used an online questionnaire that was specifically designed for the purpose of this research. Results. The results showed that the respondents believed that they were informed about assistive technology for children with verbal communication disorders (M = 4.03, SD = 0.46). The analysis of the results showed that the respondents' gender and the length of service were not statistically significantly related to the estimated level of awareness. The obtained data indicate that 27.10% of respondents do not use any device in the treatment of children with verbal communication disorders. The Cboard application is most often used in speech and language treatment. The results showed that speech and language therapists lack knowledge about high-assistive technology, as well as training in its use. Conclusion. The training of speech and language therapists should focus on the application of assistive technology in the treatment of children with verbal communication disorders, developing a team approach and international cooperation, as well as providing information on institutions that offer technological assistance to users.

References

Adya, M., Samant, D., Scherer, M. J., Killeen, M., & Morris, M. W. (2012). Assistive/rehabilitation technology, disability, and service delivery models. Cognitive Processing, 13, 75-78. https://doi.org/10.1007/s10339-012-0466-8

Albudoor, N., & Peña, E. D. (2021). Factors influencing US speech and language therapists’ use of technology for clinical practice. International Journal of Language & Communication Disorders, 56(3), 567-582. https://doi.org/10.1111/1460-6984.12614

Al-Dawaideh, A. M. (2013). Speech-Language Pathologists' Perceptions of the Importance and Ability to Use Assistive Technology in the Kingdom of Saudi Arabia. World Journal of Education, 3(6), 64-80. http://dx.doi.org/10.5430/wje.v3n6p64

Alsari, N. A., Alshair, A. M., Almalik, S. A., & Alsa’ad, S. S. (2021). A survey on the awareness, accessibility and funding for augmentative and alternative communication services and devices in Saudi Arabia. Disability and Rehabilitation: Assistive Technology, 16(7), 789-795. https://doi.org/10.1080/17483107.2020.1736651

Arsenić, I., Jovanović Simić, N., & Daničić, Z. (2022). Primena asistivne tehnologije za komunikaciju u edukaciji učenika sa smetnjama u razvoju: Samoprocena nastavnog osoblja. Nastava i vaspitanje, 71(2), 267‒282. https://doi.org/10.5937/nasvas2202267A

Arsenić, I., Jovanović Simić, N., & Veljković, Z. (2023). Karakteristike augmentativne i alternativne komunikacije i strategije za njeno unapređenje. U A. Đurić Zdravković, S. Antić, i J. Maksić (Ur.). Intervencije u ranom detinjstvu i predškolstvu (str. 11‒20). Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju.

Bergem, S. (2020). Knowledge among important actors in the field of adaptive equipment for young people with disabilities. Disability and Rehabilitation: Assistive Technology 15(1), 1-10. https://doi.org/10.1080/17483107.2018.1538393

Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals, and speech and language pathologists have to say. Developmental Disabilities Bulletin, 35(1-2), 1-17.

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

Connor, C., Snell, M., Gansneder, B., & Dexter, S. (2010). Special education teachers’ use of assistive technology with students who have severe disabilities. Journal of Technology and Teacher Education, 18(3), 369-386.

Costigan, F. A., & Light, J. (2010). A review of preservice training in augmentative and alternative communication for speech-language pathologists, special education teachers, and occupational therapists. Assistive Technology®, 22(4), 200-212. https://doi.org/10.1080/10400435.2010.492774

Davis, T. N., Barnard-Brak, L., & Arredondo, P. L. (2013). Assistive technology: Decision-making practices in public schools. Rural Special Education Quarterly, 32(4), 15-23. https://doi.org/10.1177/875687051303200403

Drigas, A., & Petrova, A. (2014). ICTs in speech and language therapy. International Journal of Engineering Pedagogy, 4(1), 49-54. http://dx.doi.org/10.3991/ijep.v4i1.3280

Gitlow, L., & Sanford, T. (2003). Assistive technology education needs of allied health professionals in a rural state. Journal of Allied Health, 32(1), 46-51.

Glykas, M., & Chytas, P. (2004). Technology assisted speech and language therapy. International Journal of Medical Informatics, 73(6), 529-541. https://doi.org/10.1016/j.ijmedinf.2004.05.005

Hall, K. S. (2013). The Effect of Specific Professional Development on Speech-Language Pathologists' Perceptions of Their Knowledge, Skill, and Confidence in using the iPad as a Speech-Generating Device with Students who have Complex Communication Needs [master's theses, University of New Hampshire, Durham]. https://scholars.unh.edu/thesis/799/

Howard, J., Fisher, Z., Kemp, A. H., Lindsay, S., Tasker, L. H., & Tree, J. J. (2022). Exploring the barriers to using assistive technology for individuals with chronic conditions: a meta-synthesis review. Disability and Rehabilitation: Assistive Technology, 17(4), 390-408. https://doi.org/10.1080/17483107.2020.1788181

Individuals with Disabilities Education Act (2004). United States Congress. http://www.parentcenterhub.org/wp-content/uploads/repo_items/PL108-446.pdf

Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication, 22(2), 85-99. https://doi.org/10.1080/07434610500483588

Jovanović, N., i Terzić, I. (2011). Primena augmentativne i alternativne komunikacije kod osoba sa govorno-jezičkim poremećajima različite etiologije. U N. Glumbić, i V. Vučinić (Ur.), Specijalna edukacija i rehabilitacija danas (str. 300‒305). Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju.

Jovanović Simić, N., Arsenić, I., i Veljković, Z. (2023). Barijere u primeni asistivne tehnologije za komunikaciju. U Lj. Isaković, S. Ćopić, M. Jelić, i B. Drljan (Ur.), Specijalna edukacija i rehabilitacija danas (str. 279‒285). Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju.

Jurišić, L., Pinjatela, R., & Perić Bralo, M. (2022). Experiences of experts in using assistive technology. Research in Education and Rehabilitation, 5(2), 91-98. https://doi.org/10.51558/2744-1555.2022.5.2.91

Lindsay S. (2010). Perceptions of health care workers prescribing augmentative and alternative communication devices to children. Disability and rehabilitation. Assistive technology, 5(3), 209–222. https://doi.org/10.3109/17483101003718195

Manship, S., Hatzidimitriadou, E., Moore, J., Stein, M., Towse, D., & Smith, R. (2024). The experiences and perceptions of health-care professionals regarding assistive technology training: a systematic review. Assistive Technology, 36(2), 123-146. https://doi.org/10.1080/10400435.2023.2219294

Marvin, L. A., Montano, J. J., Fusco, L. M., & Gould, E. P. (2003). Speech-language pathologists' perceptions of their training and experience in using alternative and augmentative communication. Contemporary Issues in Communication Science and Disorders, 30, 76-83.

Matthews, R. (2001). A survey to identify therapiststs' high-tech knowledge, application and training. International Journal of Language & Communication Disorders, 36(S1), 64-69. https://doi.org/10.3109/13682820109177860

Scherer, M. J. (2002). Assistive technology: Matching device and consumer for successful rehabilitation. American Psychological Association.

Published
2025/10/02
Section
Original Scientific Paper