Elation or frustration? Outcomes following the provision of equipment during the Communication Aids Project: data from one CAP partner centre.
BACKGROUND
The Communication Aids Project (CAP) was a 4-year initiative by the UK Department for Education and Skills to provide communication equipment for students who were unable to speak in order to facilitate their access to education. Each child was given three goals or targets which were then evaluated after 6 months of provision of the communication aid.


METHODS
We evaluated the targets of 60 children, between the ages of 3 and 18 years. Six months after receipt of equipment, the targets were mailed to the initial referrer who was requested to record whether the child had achieved, partially achieved or not achieved each target. Evidence and explanations of these outcomes were also requested. Data were analysed using descriptive statistics, and the explanations were grouped into common themes using a keyword analysis.


RESULTS
Sixty-three per cent of targets were not achieved and 36% were achieved. We investigated any possible associations to attempt to explain some of the possible reasons for the children's non-achievement of targets. Targets were grouped into operational, linguistic, social and academic, but there were no differences between the successes because of target type. Age may be an influence on success, but neither school placement or type of communication aid influenced success. The explanations for non-achievement highlighted the misunderstanding or interpreting of the underlying skills of the communication aid user as a potential cause.


CONCLUSIONS
The CAP raised the profile of children with Augmentative and Alternative Communication needs within education. However, only one-third of the targets of children using the equipment were achieved. The reasons for this include inappropriate provision of equipment, demands of the equipment, lack of appropriate support and targets. The major consequence, however, is the need for detailed assessment and provision appropriate to the individual needs of each child. There is a need for research into the best methods of providing communication aids and the support needed for successful communication.
McDonald
R
R
Faculty of Medicine, Nursing and Health Science, Monash University, Vic., Australia. rachael.mcdonald@med.monash.edu.au
Harris
E
E
Price
K
K
Jolleff
N
N
D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities / Q000706:statistics & numerical data*; D019988:Children with Disabilities / Q000193:education* / Q000523:psychology; D004519:Education, Special / Q000706:statistics & numerical data; D005260:Female; D005639:Frustration; D006301:Health Services Needs and Demand; D006801:Humans; D008297:Male; D017063:Outcome Assessment, Health Care; D013064:Speech Disorders / Q000534:rehabilitation*