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Augmentative and Alternative Communication Volume 37, 2021 - Issue 4
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Centering the family in their system: a framework to promote family-centered AAC services

Kelly L. Coburna Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USAORCID Iconhttps://orcid.org/0000-0002-8713-732XView further author information
ORCID Icon,
Sojung Jungb Department of Educational Psychology, Counseling and Special Education, The Pennsylvania State University, University Park, PA, USAORCID Iconhttps://orcid.org/0000-0001-5759-9542View further author information
ORCID Icon,
Ciara L. Ousleyb Department of Educational Psychology, Counseling and Special Education, The Pennsylvania State University, University Park, PA, USAORCID Iconhttps://orcid.org/0000-0003-0789-0344View further author information
ORCID Icon,
Dawn J. Sowersa Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USACorrespondence[email protected]
View further author information
,
Meghan Wendelkena Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USAView further author information
&
Krista M. Wilkinsona Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USAORCID Iconhttps://orcid.org/0000-0001-8116-9497View further author information
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Pages 229-240 | Received 26 Jun 2020, Accepted 04 Oct 2021, Published online: 30 Dec 2021

Figures & data

Figure 1. Tommy’s Systems at Timepoint 1 (Preschool) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

Figure 1. Tommy’s Systems at Timepoint 1 (Preschool) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

Figure 2. Tommy’s Systems at Timepoint 2 (elementary/early middle school) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

Figure 2. Tommy’s Systems at Timepoint 2 (elementary/early middle school) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

Figure 3. Tommy’s System at Timepoint 3 (High School/Postsecondary Transition) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

Figure 3. Tommy’s System at Timepoint 3 (High School/Postsecondary Transition) based on self-created Genogram. Note. IDEA: Individuals with Disabilities Education Act. Arrows represent interactions. Solid black arrows indicate Tommy’s relationships with his microsystems, and gray arrows indicate mesosystem relationships.

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