Effectiveness of Multimodal Communication with Unfamiliar Communication Partners in Unstructured settings
Overview
Part 1: Clinical Scenario
A client attending summer sessions at the Lebanon Valley Center for Speech, Language, and Hearing Disorders has a diagnosis of autism spectrum disorder (ASD) and is a multimodal communicator. The client uses Tobii Dynavox snap (TDSnap), spoken language, gestures, and body language to communicate with others. The client is reported to be understood by familiar communication partners like his parents and student clinician. However, there are communication breakdowns when confronted with unfamiliar communication partners. Functional communication is used in various settings with unfamiliar people, such as asking a new teacher for permission to use the bathroom. Additionally, the previous clinician who provided therapy for the client reported using appropriate language in structured and familiar settings. This led me to the following clinical question.
Part 1: Clinical Scenario
A client attending summer sessions at the Lebanon Valley Center for Speech, Language, and Hearing Disorders has a diagnosis of autism spectrum disorder (ASD) and is a multimodal communicator. Multimodal communication refers to all the different ways to communicate with others, including spoken language, texting, communication devices, body language, and gestures (Multimodal Communication, n.d.). The client uses Tobii Dynavox snap (TDSnap), spoken language, gestures, and body language to communicate with others. He receives speech therapy at the Lebanon Valley Center for Speech, Language, and Hearing Disorders clinic one time a week for 50 minutes to improve functional communication using all forms of. The client is reported to be understood by familiar communication partners like his parents and student clinician. However, there are communication breakdowns when confronted with unfamiliar communication partners. Functional communication is used in various settings with unfamiliar people, such as asking a new teacher for permission to use the bathroom. Additionally, the previous clinician who provided therapy for the client reported using appropriate language in structured and familiar settings. This led me to the following clinical question.