Week 3 - Lonsi Observation SImucase
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Medicine
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Apr 3, 2024
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Week 3: Lonsie Observation Simucase
Marisa N. Pendery
Department of CSDO, Abilene Christian University
CSDO 380.W2 – Clinical Mtds Sp. Lang. Path.
Professor Lauren Allison
March 24, 2024
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Lonsie Observation Simucase
During the completion of the clinical observation video through the Simucase database, a client named Lonsie is introduced. Lonsie is a 10-year-old female that was previously “diagnosed with VACTERL association, mixed receptive-expressive language disorder, gastroesophageal reflux, and oropharyngeal dysphagia” (Simucase). She presents with intricate communication needs and uses an augmentative and alternative communication (AAC) device to
help her communicate. Due to the multitude of her diagnoses and being in a wheelchair, she uses
an AAC device that is controlled by eye contact, this device is called a Tobii Dynavox. These devices were created as “assistive technology to enable independent communication;” specifically, for those with a disability that don’t have a voice, whether the disability was congenital or acquired (Tobii Dyvanox). Their devices include assistive technology that use eye trackers to follow the users eye contact, such as when they are not able to use their hands. This is
the type of device that Lonsie is using in the simucase video, it could be one of three specific devices according to the Tobii Dynavox website. On the website, the devices that they have listed, that use eye tracking technology are a TD I-Series, TD Pilot, and PCEye. From the observation video, I assume that the specific device that she is using is the TD I-Series. The observation video is of Lonsie receiving AAC intervention to help her use her Tobii Dyvanox device to build her communication. In the intervention, they begin by playing music and work on requesting asking for more music or to be all done. She requested to listen to more music, so they finished the song, and she was prompted to make a choice choosing another activity. Lonsie then chose to read a book, and she independently made a request for the therapist
to “turn the page.” When using the device, she can request different types of activities, as well as requests that branch off the initial request. Such as when she requested to turn the page after
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making the choice to read a book; when clarification is needed while making choices, Lonsie is able to use a yes and no button. In addition, she can use the device to tell the SLP hello or goodbye, how she is feeling, and ask the SLP how she is feeling. In the session, the Speech Language Pathologist provided training and support for the device used by setting up opportunities for Lonsie to make independent requests when participating in different activities. There are times when Lonsie’s head fell to the side, and the speech therapist would then help move her head back to a position where she can regain eye contact with the device. When the SLP was trying to find a motivator to continue the session, she
used a Barbie doll, as she knew it was something she was already interested in. Using the Barbie doll as a motivator allowed for more attempts to make requests, and then she started a craft activity to end the session. The speech therapist also supported Lonsie in the session by providing positive feedback on how she was doing with the AAC intervention.
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Reference:
Simucase. (n.d.). Lonsie- AAC Intervention. Simucase.com. https://videos.simucase.com/video/6242662142001
Tobii Dynavox Global. (n.d.). Devices. https://www.tobiidynavox.com/collections/devices/eye- control+eye-control?sort_by=manual