1. "I wish they could stay more than an hour": Users of Augmentative and Alternative Communication & Speech and Language Therapy undergraduates Communication Matters 2011 Chris Sherlock, Esther Baston, Rachel Sedgwick & Rosey Patterson

2. Introductions and Contact details Chris Sherlock: Access to Communication and Technology chris.sherlock@bhamcommunity.nhs.uk Rosey Patterson: Birmingham City University Rosemary.Patterson@bcu.ac.uk AAC user: Esther Baston SLT student: Rachel Sedgwick Based on an initiation of the programme by Julie Atkinson

3. History of the Conversation Partner Scheme at BCU Successful approach used elsewhere (e.g. Connect centre, London; Simmons-Mackie et al 2010) 2010: Available to all first year students alongside the West Midlands Stroke Association and local SLTs 2011: AAC users involved for the first time. In total, 100 students were allocated Conversation Partners, 10 to AAC users

4. Aims of the Conversation Partner Scheme BCU To give students the chance to meet someone new and to meet someone who has a communication need. For students to understand the importance of conversation. For students to be able to reflect on their own and their conversation partner’s communication skills

5. Aims of the Conversation Partner Scheme BCU For students to be able to work together. For students to learn about the social model of disability through experience: -conversation can be accessed by anyone as long as ‘communication ramps’ are in place (e.g. Lawson and Fawcus, 1999)

6. People who use AAC and Access to Communication and Technology The ACT team regularly present along side people who use AAC so we know people who are used to talking to groups and doing other sorts of teaching. People who use AAC bring things to the learning that as clinicians we cannot.

7. What ACT did Suggested to BCU that people who use AAC could take part in the scheme Contacted people who might be interested and could be suitable. Sent out letters and consent forms Sent back to BCU the referrals and consent Spoke to/emailed advice to students who contacted us

8. Example of the letters Screen shots of the accessible letters here. Please ask BCU contact for example if you would like to see them.

9. What did the AAC users do? AAC user interview What did you think when you first heard about the CP scheme? What did you have to do to make it happen? What preparation did you do for the first meeting? How was the first meeting? How did things change over the weeks/visits? How was the ending? Since the end of the scheme, what effect do you think it’s had for you?

10. What did the students do? Student interview What did you think when you first heard about the CP scheme? What did you have to do to make it happen? What preparation did you do for the first meeting? How was the first meeting? How did things change over the weeks/visits? How was the ending? Since the end of the scheme, what effect do you think it’s had for you?

11. What did people tell us? The results Students Emotions ‘I felt somewhat overwhelmed by it all, and I’d like to go away and think about how to communicate better on the next visit. I think they could tell I was genuinely upset and a little out of my depth and were fine about it. I think future students should not worry about being nervous and just be honest’

12. What did people tell us? The results Students Emotions ‘Enjoy the experience and it’s not as scary as you first think’ ‘We laughed a lot with our CP. Her dad commented several times that he loved hearing us laugh, and I think other students should be aware it’s not a bad thing to laugh’

13. What did people tell us? The results Students Conversations Students commented on how much they realised they had in common with their conversation partner (AAC user) ‘the flow of conversation was relatively easy’

14. What did people tell us? The results Student Learning How to adapt communication The importance of font and size in e-mails What it’s like to live with Cerebral Palsy and to use AAC

15. What did people tell us? Video clips here Discussion?

16. What did people tell us? The results AAC users Benefits ‘meeting two delightful young women and being able to share my experience to teach them’ ‘interesting fun time’

17. What did people tell us? The results AAC users Benefits for the students ‘learning about a form of communication they have never met before ‘meeting someone who can’t speak but has a lively intelligence’

18. What did people tell us? The results Benefits for the students ‘lots of coffee and homemade cake, also learning things they hadn’t read in books’ (one of our CPs with aphasia)

19. What did students find helpful? The results YouTube videos of AAC being used One AAC user had her own DVD of how she communicates Regular opportunities to talk about their experiences with other students and staff

20. What will be changed? From the point of view of the students. More detailed referral information Making the scheme a more ‘formal’ part of the course –Now considered a placement so students can claim expenses –Do we give the students marks for how they use what they’ve learnt?? More specific training in AAC for the students –What it means –Why it might be used –Dealing with silences

21. What will be changed? From the point of view of volunteers. More information for the AAC users on what the students will be doing and what they need to achieve Improved contact from the university –offer of e-mail contact; visit to the university; home visits if necessary Clearer schedule of visits Younger volunteers

22. What does this work add? For ACT –able to promote our clients in their expert role –More contact with BCU –More awareness of AAC in future SLTs –More awareness of ACT

23. What does this work add? Most people want to: Have purpose and activity in their lives Add to a CV in the hope that they can find work/employment Help other people who use AAC Be on a level playing field with others. Have time for chatting and making new friends

24. References Connect centre http://www.ukconnect.org/conversation-partners.aspxhttp://www.ukconnect.org/conversation-partners.aspx (updated 2011; accessed 23.08.11) Lawson, R and Fawcus, M (1999) Increasing effective communication using a total communication approach, in ‘The Aphasia Therapy File’ edited by Byng, S; Swinburn, K and Pound, C. Simmons-Mackie N; Armstrong, E; Holland, A et al (2010) Communication Partner Training in Aphasia: A Systematic Review. Archive of Physical and Medical Rehabilitation, vol 91