ACQ Vol 10 No 2 2008

The appendices contain the ACE recruitment flyer, feedback from previous participants and three outcome measures (a modified version of the Client Oriented Scale of Improvement, the International Outcome Inventory-Alternative Interventions (IOI-AI) and IOI-AI for significant others). Overall, this program is presented in a neat spiral-bound book, and contains photocopiable sheets and a short but useful reference list. The program reflects a strong evidence base (trialled on 178 subjects in a controlled study, previously reported on in numerous references provided at the back of the book), although the inclusion of case study examples would give clinicians guidance regarding application of the program. The handouts are presented in a small font, which might pose difficulties for those adults with visual loss. Clinicians would need to adjust the print size so it is suitable to individual client’s needs. The ACE program is easy to administer and does not require much preparation. It can be conducted by a variety of professionals and appears to be especially useful for SLPs working with clients with hearing loss in either the community or nursing homes. The ACE program is definitely a worthwhile resource to add to one’s collection. Acknowledgement Omitted from the article The Early Language Milestone Scale - 2 published in March 2008 edition of ACQ : Katherine Osborne wishes to acknowledge Dr Deborah James for her guidance with the research and assistance in the writing up of the manuscript.

Hickson, L., Worrall, L., & Scarinci, N. (2007). Active communication education (ACE): A program for older people with hearing impairment . Brackley, UK: Speechmark Publishing Ltd; ISBN 978 0 86388 614 0; 94 pages; £31.50. Chyrisse Heine This book describes an aural rehabilitation program suitable for use with older adults with hearing impairment. The book is divided into a number of sections including an introduction, six modules (containing session content and handouts) and appendices. The six-page introduction describes the research leading to the writing-up of this program, the features of the program, how sessions should be conducted, key communication activities and outcomes of previous research. The six modules describe the 6 x 2hr sessions recommended for this program. Each module consists of a brief description of the objectives, materials required and an outline of the session. For example, one of the objectives in module 3 is “to identify component skills necessary for better communication around the house” (p. 37). The session outline for this module includes “introductions” and provides participants with an outline of the agenda, examples of communications situations around the house, how and where to practise communication skills, and finally, it discusses individual home situations. Three handouts are provided at the conclusion of this session.

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ACQ uiring knowledge in speech , language and hearing , Volume 10, Number 2 2008