Self-Concept and the use of Assistive Technology

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Overview:

In this blog we will be exploring how assistive technology may affect its users' self-concept. Through an evaluation of two research articles, we will explore the different external factors that may influence one's self-concept such as peer relationships and reading ability.

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What is self-concept?

Self-concept is measured by the ideal self, self-image, and self-esteem. Throughout the lifespan the factors that contribute to one’s overall self-concept change. Some factors that lead to developing a self-concept involve social comparison, social context, societal norms etc.

For example, children develop global self-esteem, a general evaluation of their self-worth, to their academic, social, or physical attributes. Overall, these concepts can be applied throughout the lifespan in the context of Erikson’s psychosocial stages. Individuals make meaning of themselves through their personal experiences which in return may affect their outlook on their stage in life and relation to their global self-concept.

Self-Concept and Reading Ability involving the use of AT

Because self-concept is transferable to social contexts, I wanted to investigate how assistive technology influences self-concept. In 2019, a professor of psychology at Linnaeus University in Sweden, Emma Lindeblad published “Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability.”

To begin, they conducted a research study across different age groups within a school system. They utilized self-concept inventories to take in data for their research. The inventory was taken at the beginning and end of an academic year. The intervention group was trained to utilize assistive technology in the classroom while the control group was not. The results found that students who utilized assistive technology in the classroom scored higher in subscales academic and general esteem. Lindeblad et al. also found that there was no significant correlation between participant’s scores on the inventory versus their overall reading ability.

Due to the small variability between the norm and intervention group’s data sets, the researchers concluded that there needs to be further research. Lindeblad et al.’s article suggests that there are external factors in a student’s environment that contribute to their self-concept such as a supportive home environment and peer relationships. Although their findings were not conclusive regarding a direct relationship between the use of assistive technology and self-concept; their findings suggest that societal, school, and family contexts did not impact low-self-worth regarding concepts of academic achievement such as reading ability (Lindeblad et. al).

Perspectives on friendships and self-concept for AT users

Research from Lindeblad is derived from social experiences such as friendship and family interactions.  Similarly exploring these concepts is a professor of communication sciences and disorders at Florida State University, Michelle C. S Therrien. In 2019, Therrien et. al published “Perspectives and experiences of adults who use AAC on making and keeping friends.”

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How heavily is someone’s self-concept determined by their perspective of making friendship as an AAC user?

Michelle Therrien cited Adams and Plaut (pg. 346, 2003): “Friendship in any setting is grounded in particular constructions of self and social reality.” Therrien describes how research suggests that individuals with disabilities typically have friendships that lack depth compared to those that do not have disabilities. This creates barriers to friendship for individuals who have to use assistive technology such as AAC, as these barriers increase so does the risk of isolation and loneliness (Therrien, Pg. 2). Communication partners play an important role in “communicative participation” of AAC users such as increased wait time (Therrien ctd. Kent-Walsh et al., 2015, pg 9). Communication partners directly translate to peer interactions and the establishing of friendship. In order to directly outline the perspectives of individuals who use AAC, Therrien utilized focus groups and questionnaires.

Therrien found that there were six themes that contribute to friendship for individuals who use AAC: “Definitions, self-factors, friend-factors, environment factors, and time factors. In regard to self-concept, many identified that their main barrier to friendship was their self-confidence. One participant stated that they had to “develop a willingness to communicate, overcome reluctance to form friendships, verbalize obstacles, maintain connections with facilitation, gain confidence to have autonomous relationships (Therrien, pg.6).”

Another characteristic to friendship included the participants self-identified factors, Therrien quoted one of her participants: “I’m sure my communication was my main barrier to friendships.” This alludes to how individuals’ self-concept can affect social experiences and involve social comparison. Overall, how one measures one’s self-worth can determine the kinds of friendships that are made.

Commonalities

A commonality worth noting between both research studies is how external factors can have an impact on one’s idea of their self-concept. Family interaction and peer influence have a strong influence on how one evaluates themselves and positions themselves in society.

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While further research on how self-concept relates to the use of assistive technology is needed, we can begin to see how external factors can contribute to one’s overall self-worth. Both authors promote evidence-based strategies to support individuals who use assistive technology and the continuity of research on this subject. Overall, more research on self-concept can lead to greater outcomes for inclusivity and accessibility in society as a whole.

Sources

Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1647601

Therrien, M. C. S. (2019). Perspectives and experiences of adults who use AAC on making and keeping friends. AAC: Augmentative and Alternative Communication, 35(3), 205–216. https://doi.org/10.1080/07434618.2019.1599065

Poll Question!

How much would you agree that your self-concept plays a role in your perception of friendship?

• Strongly agree
• Somewhat agree
• Not at all agree