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Many Different Types of Clients Can Benefit From Computer Use in Therapy
Many new, powerful devices and software programs have been developed to help people confronted with a wide variety of challenges. People who are appropriate candidates for learning support from computers may have experienced or still have the following:
- A brain insult such as a stroke, a closed-head injury, a tumor, or an aneurysm
- A progressive degenerative disease such as Parkinson's, amyotrophic lateral sclerosis (ALS), or multiple sclerosis (MS)
- A cognitive decline
- Mild cognitive impairment
- Poor performance in school
- Work-related challenges
- Unintelligible speech
- Dysfluent speech
- Difficulty learning English as a second language
- A developmental delay or disorder
- Developmental apraxia of speech
- Intellectual impairment
- Autism
- A learning disability
- A voice disorder
- Hearing impairment
- Low vision
As computers continue to become more powerful, less expensive, and more portable, they are increasingly helpful in improving speech, language, new learning, reasoning, and memory. By creating opportunities as well as removing performance barriers, technology can help us explore new frontiers in meeting our clients' needs.
There Is a Lack of Experienced Clinicians Who Use Technology
Finding qualified help is often a difficult process for many clients. The training of clinicians to use these new tools is a timeconsuming endeavor with many barriers. Clinicians who desire to develop an expertise in this area are often discouraged by a lack of time, guidance, or money to learn about and implement available treatment resources. Consequently, many clients are not exposed to the numerous benefits of computer use in the learning process.
There are many reasons for this dearth of available help:
- There is a global shortage of qualified and experienced communication and cognitive specialists.
- Reimbursement for treatment is increasingly hard to come by.
- Limited funds have drastically reduced the number of therapy sessions covered by insurance.
- Students in schools are generally seen by specialists for individual therapy only if they have very significant speech and language deficits that affect academic performance.
- Many communication disorders and special education programs do not provide sufficient training on the use of technology in the treatment process.
- There are not enough readily available continuing education opportunities to learn about this treatment approach.
- It is very costly and timeconsuming to independently explore software on the market to find which would be best for the situation, order it, try it and learn it, and then figure out how to use it to reach therapy goals.
Clinical Judgment and Experience Is Critical for Success
If clinicians could use a "cookie cutter approach" for integrating technology into treatment, the solution to this shortage would be much easier. However, developing an appropriate technology-based program for clients is a challenging process. No single hardware or software product addresses each person's unique communication and cognitive profile and specific needs. A variety of resources is most often needed. Products should be used in different ways with different clients. Clinical judgment is a critical component of individual assessment and effective program implementation. Many of the resources discussed are not produced for clients with disabilities and special needs. These clients need a creative clinician to establish the most helpful way to use the software or device to help reach therapy goals.
Family Advocacy Pushes Professionals to Learn About Technology
People who seek the services of clinicians who work in the fields of education and rehabilitation are very appreciative when exposed to software, devices, resources, and strategies that may help them or their loved ones reach their greatest potential. When information about such things is withheld, clients who later learn about these resources may become frustrated that they had not been made aware of products available for their empowerment.
It is often the family members of people with disabilities who take the initiative to learn more about treatment options. They expect their clinicians to use state-of-the-art treatment approaches. These people confront the devastating impact every day that the loss imposes on most aspects of daily life and are very motivated to seek alternative solutions to maximize progress and quality of life.
This Guide Is a Needed Resource for Clinicians
This guide streamlines the learning process and makes it more affordable for professionals to offer technology as a tool in their sessions. Computer-based tools and other resources have strengths and weaknesses. None can replace a clinician in the therapy process, but therapists and clients who understand what these new tools can do in solution-focused therapy to supplement other techniques can achieve excellent results. This Guide was created to help professionals overcome the many obstacles and consider the use of technology more effectively, efficiently and at far less expense.
New devices with improved features and expanded capabilities continue to be developed. As we look toward the evolution of this rapidly improving technology and toward our profession embracing it, consumers will expect clinicians to be well versed in these techniques. We will also be expected to demonstrate how our therapeutic approaches can help facilitate actual functional changes.
Incorporating computers and technology into rehabilitation and education is well worth the effort, time, motivation, and dedication it requires. This guide highlights software, hardware and other resources which are versatile and therapeutically beneficial. The items mentioned are not an exhaustive list of instructional tools and strategies, but rather a representative sampling of products available on the market and some suggestions about how to use them.
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