Q: What did the Kindle Experience cost the Chippewa Valley Aphasia Group ?
A: Money, time and willingness to take risks.

To readers of this blog who might think, “Our aphasia group could never do something like this, it’s too difficult!”, the CVAG says, “We’ve learned to make a plan and try it!” If there is motivation, interest and cooperation,a project such as this is achieveable and beneficial.

Here are our costs: Kindle 2 -$ 359.00 Kindle cover $29.99, shipping $7.97, 2 year warranty $68.58. (Total $465.64) Books and newspapers purchased thus far: $310.00. Kindle Coaching hours: 54 hours. These are volunteer hours. They are non-reimbursed but invaluable to the process. Kindle Coaches rate this experience as personally valuable and clinically useful. The Coaches met to discuss methods for interacting with test drivers and ways to facilitate adult learning. Our planning time allowed us to consider important concepts of motivation, physical effort, complexity in learning and social connection. Time for these discussions was carved from our daily, evening and weekend schedules. When we develop the next project, we will attempt to capture some funding for training and data management.

Q- What are some new ideas that have come from this project ?
A- Make a plan and work together.

The Kindle test drive experience allowed people with aphasia to sample a new technology. The CVAG and staff worked together to provide financial resources and human support. The process was inspiring because it revealed that a small community of motivated individuals can accomplish much. The CVAG developed an action plan to raise funds. Kindle Test Drivers made individual action plans to define their work with this reading machine. At the end of each action plan was a question and a statement:
“What new ideas do you have ?” and “I’d like to try….” the Kindle Test Drivers new ideas are summarized below:
1. Consider personal purchases of the Kindle
2. Use the Kindle in a book club
3. Improve the text to speech function
4. Compile a list of books and aphasia friendly topic lists for CVAG
5. Spell out how to get free books for a Kindle for CVAG
6. Use the dictionary feature more in Kindle training
7. Use Wikipedia more in Kindle training
8. Write a letter to Amazon.

Clinical ideas, listed by the Kindle Coaches are summarized below:
1. Working together on a ‘project of interest’ generates great topics of conversation
2. CVAG members and Staff should consider writing reviews of books read and making booklist suggestions. The Kindle Coaches have completed searches on free books / public domain books and we are in the process of building booklists. This task seems necessary, but overwhelming.
3. Kindle Coaching could help improve participation in book clubs
4. Action Plans, collaboratively built around a topic of strong motivational interest, really work!
5. Sending PDF’s to the Kindle Test Drivers was a great way to encourage language practice.
6. New technology should be available to our Aphasia Group members. Exploring and using it could be managed with a Kindle Coaching approach.

Jeff Bezos emailed this to purchasers of the Kindle on 4-16-2009
“Our top design objective was for Kindle to disappear in your hands – to get out of the way—so you can enjoy reading. We hope you’ll quickly forget you’re reading on an advanced wireless device and instead be transported into that mental realm readers love, where the outside world dissolves, leaving only the author’s stories, words and ideas.”

P.S. Please do share your thoughts and comments with us. You can send them to the Kindle team at Kindle-feedback@amazon.com — we’d very much love to hear what you think.”
Dear Jeff Bezos.

When the Chippewa Valley Aphasia Group purchased the Kindle2, you sent a welcoming email. You said that you wanted the Kindle to “disappear in your hands – to get out of the way—so you can enjoy reading.” Those words were inspiring. Technology should not put barriers between the user and the purpose for which it is being used. Our Aphasia Group wants to thank you for Amazon’s efforts to make reading more accessible. We think that with some design modifications, the Kindle will help reading be more enjoyable and accessible for everyone.

First of all, the text to speech needs a better voice with more intonation control. The rate of speech also needs to be more finely adjusted. When speech was slower, our test drivers did not require as many repetitions to understand the information. We would also suggest that readers be given the option have text highlighted as it was being read.

The text to speech engine needs to be smarter. When reading Reader’s digest, the spaces between lines were at times marked with asterisks. The present speech engine read these asterisks aloud: “asterisk,asterisk,asterisk”. This was annoying, but also disruptive. One cannot concentrate on reading if their auditory processing is disrupted by needless noise.

Button navigation did not appear difficult for our Kindle test drivers. Our test drivers were able to change font size, activate text-to-speech and drive from the home page to the menu to the bookstore with minimal assistance. The 5 way controller presented a few challenges, but with a little help each test driver mastered it. Our test drivers were uncertain if a touch screen would be needed. We wonder, and we would be glad to try out a Kindle with a touch screen if you are developing one.

Finally, we want to say that using the Kindle was very enjoyable. All test drivers said that the downloading of books into the Kindle was a “dream come true”. We want to thank you for offering this new way to access reading.

The Kindle that the Chippewa Valley Aphasia Group purchased will be used on a sign out basis for group members to explore alone or with a Kindle Coach.

All the best

The Chippewa Valley Aphasia Group

Q: What did you learn from the Kindle Experience?
A: Working together to remove barriers can be inspiring.

The members of the Chippewa Valley Aphasia Group showed courage and creativity as they followed their interest to learn about the Kindle. The barriers of cost, new technology and need for assistance were surmounted by group members and staff. In this process CVAG members contributed money, invested time, followed action plans and wrestled with language challenges. Our group learned that we can pursue dreams and possibilities together. In the process we engaged in conversation concerning relevant topics and learned more about one another.

The CVAG owes much to Audrey Holland who suggested the following aphasia group principles:
1) Increase understanding of aphasia (personally and in the community)
2) Make Choices regarding personal activity
3) Gain confidence in communicating and personal activity
4) Practice communication, particularly in conversation.

Our Group summarizes the accomplishments of our Kindle project as follows:

1) Understanding aphasia –
Community awareness of aphasia was increased through our project. Families, Schools,
University students, neighbors, and churches in the Eau Claire/Chippewa Falls area were exposed
to information about life with aphasia through our fund raising activities and Bob’s public speaking
efforts.

Spouses of Test Drivers gained new insight into aphasia as they observed Kindle Coaches and Test Drivers working together. Although technology holds promise to open new opportunities for improved communication, at this time human support is necessary. The coaching approach of mutual, flexible, shared problem solving revealed new partnership perspectives to some spouses. One spouse observed that “thinking aloud” together can be fun and satisfying.

Our group members learned that new things are possible. And that new experiences bring new
ideas.

2)Making choices-
Group members and Test Drivers made choices about confronting barriers to participation
Test Drivers made individual choices about personal action plans and what books/articles to read
Coaches and Test Drivers made individual choices about how to use beneficial technology
Coaches and test drivers engaged in joint planning and decision making, problem solving and
compromise

3) Confidence –
Each test driver experienced some success with reading
The shared experiences between test drivers and Coaches deepened trust and friendship
CVAG staff/volunteers gained confidence as coaches.
Test drivers learned to explore new technology and to get help when needed.
Group members successful experience will provide confidence for trying the next new activity
Test Drivers want to offer meaningful suggestions to Amazon concerning the Kindle

4)Communication practice –
Authentic, meaningful conversations between Coaches and Test Drivers was the best communication practice we could imagine.
All test drivers had the opportunity to practice oral reading, and to discuss the benefits
with Coaches.
Test Drivers and Coaches designed individualized reading rates and schedules
Test Drivers used text –to- speech for listening practice, for review of content and for speaking practice
Two test drivers used audiobooks with regular book text
Test drivers shared opinions and information about what they had read with family and coaches
Test drivers communicated about the device and need for design/ functional improvement with
the group and with Jeff Bezos from Amazon.

The information sources for these listed achievements are: the Kindle
Experience Discussion held on 2/19/2010, review of personal action plans, Kindle
Coach field notes, video and end of test drive interviews.

Q: What did you learn from the Kindle Experience?
A: Working together to remove barriers can be inspiring.

The members of the Chippewa Valley Aphasia Group showed courage and creativity as they followed their interest to learn about the Kindle. The barriers of cost, new technology and need for assistance were surmounted by group members and staff. In this process CVAG members contributed money, invested time, followed action plans and wrestled with language challenges. Our group learned that we can pursue dreams and possibilities together. In the process we engaged in conversation concerning relevant topics and learned more about one another.

The CVAG owes much to Audrey Holland who suggested the following aphasia group principles:
1) Increase understanding of aphasia (personally and in the community)
2) Make Choices regarding personal activity
3) Gain confidence in communicating and personal activity
4) Practice communication, particularly in conversation.

Our Group summarizes the accomplishments of our Kindle project as follows:

1) Understanding aphasia –
Community awareness of aphasia was increased through our project. Families, Schools,
University students, neighbors, and churches in the Eau Claire/Chippewa Falls area were exposed
to information about life with aphasia through our fund raising activities and Bob’s public speaking
efforts.

Spouses of Test Drivers gained new insight into aphasia as they observed Kindle Coaches and Test Drivers working together. Although technology holds promise to open new opportunities for improved communication, at this time human support is necessary. The coaching approach of mutual, flexible, shared problem solving revealed new partnership perspectives to some spouses. One spouse observed that “thinking aloud” together can be fun and satisfying.

Our group members learned that new things are possible. And that new experiences bring new
ideas.

2)Making choices-
Group members and Test Drivers made choices about confronting barriers to participation
Test Drivers made individual choices about personal action plans and what books/articles to read
Coaches and Test Drivers made individual choices about how to use beneficial technology
Coaches and test drivers engaged in joint planning and decision making, problem solving and
compromise

3) Confidence –
Each test driver experienced some success with reading
The shared experiences between test drivers and Coaches deepened trust and friendship
CVAG staff/volunteers gained confidence as coaches.
Test drivers learned to explore new technology and to get help when needed.
Group members successful experience will provide confidence for trying the next new activity
Test Drivers want to offer meaningful suggestions to Amazon concerning the Kindle

4)Communication practice –
Authentic, meaningful conversations between Coaches and Test Drivers was the best communication practice we could imagine.
All test drivers had the opportunity to practice oral reading, and to discuss the benefits
with Coaches.
Test Drivers and Coaches designed individualized reading rates and schedules
Test Drivers used text –to- speech for listening practice, for review of content and for speaking practice
Two test drivers used audiobooks with regular book text
Test drivers shared opinions and information about what they had read with family and coaches
Test drivers communicated about the device and need for design/ functional improvement with
the group and with Jeff Bezos from Amazon.

The information sources for these listed achievements are: the Kindle
Experience Discussion held on 2/19/2010, review of personal action plans, Kindle
Coach field notes, video and end of test drive interviews.

People with aphasia have difficulty understanding and using spoken or written language. That doesn’t mean that they are not interested in talking with others, or reading a good story. CVAG staff use multi-modality communication approaches to help get messages in and to understand messages from our group members with aphasia. Staff and group members work together to share ideas, opinions and interests.

The Kindle Coaches had the task of teaching the operational features of the Kindle2. We used adult-based teaching methods, aphasia-friendly teaching methods and we followed 2 basic principles: be flexible and keep it simple. We worked as partners with the test drivers. Coaches and test drivers were both learning, and we might as well admit it, we wanted to have fun in the process. We had to learn about how to navigate the Kindle. We had to discover how to adapt the font size and text to make the reading experience as successful as possible. Collaborating with the test drivers in creating action plans and exploring the possibilities of the Kindle2 together was fun! There were many surprises.

The biggest surprise came as we browsed the Amazon/Kindle bookstore. Each of our test drivers remarked on what an amazing and overwhelming experience it was. We learned that this area within the test drive required additional planning. There were too many possibilities with no way of sorting through this vast library. The sheer number of choices became dizzying. And yet, all the test drivers really enjoyed browsing the many different books.

This situation presented another opportunity for enjoyable social communication. During our Kindle Coach visits we discussed categories and genres. We looked at titles. Together we figured out how to read synopses. We considered costs of purchase and we discussed the value of the “immediate download”. We wondered about how to access ‘free books’. Ultimately we examined our choices. Deciding was hard. But the conversational exchange was good!

We were excited about the normality of it all. We admitted that shopping in such a big place was complex. Yet, together we did all we could to make it work. What did we do when we encountered barriers? We waited. We walked away. We took time to chat. We discussed how to take another try or to try another way. We kept our mantra at the forefront… “Keep it simple”.

The Kindle Coaches truly weren’t very well versed in literary categories and genres. So, we did some homework on our own. We used the internet to gather information and then brought our new knowledge back to the test drivers. We’d like to pass on one useful source that we found: The Novel-list (Novelist) on Badger Link. Badger Link is a project of the Wisconsin Department of Public Instruction that provides online information resources. The Novelist is a guide to fiction that provides genre outlines. For example the Novelist provides the following suggestion as to how to talk to Thriller and Suspense fans: “ talk about favorites and plots. Readers who enjoy these genres always talk about fast-paced books with stories that hook them from the first paragraphs.
These readers may appreciate Mysteries, especially hard-boiled Private Investigators whose gritty stories evoke a dark atmosphere. Adventure novels may also work, and many readers of Suspense and Thrillers also enjoy Romantic Suspense, which has similar pacing but an equal measure of Romance with the Suspense. Some Science Fiction may also appeal, especially to fans of Scientific Thrillers.”
These suggestions helped the Kindle Coaches engage in more meaningful conversations about test driver interests and experiences. The Kindle Coaches learned not to ask, “Do you like Thrillers ?” but rather to have a conversation guided by the above topical descriptions. We had many good conversations and we learned about our test drivers and ourselves.

What books have our test drivers read ?

Faust
The Fine Art of Small Talk
Audrey Hepburn’s biography
G.K. Chesterton
Treasure Island

Question: “ Did you enjoy reading with the Kindle2”
Answer: “ yes…….but, there were some challenges”

Technology often offers the hope of easier, faster access to information. People with aphasia frequently experience disappointment as they attempt to use technology. There seem to be too many features, too much visual distraction or too many steps to go through. Design simplicity or universal access approaches will help everyone to be able to use technology.

The Kindle2 appeared to be an accessible technology. When CVAG first discussed the Kindle2, we were impressed by the apparent ease of use and the text to speech option. Even so, we made sure our approach to using the Kindle 2 would provide customized coaching support. We planned from the start to provide Aphasia Friendly strategies so that the technology didn’t create a barrier to the ultimate goal: enjoying reading.

Kindle Coaches assisted each Kindle test driver to construct a personal action plan. The aphasia friendly plans listed Kindle2 operational goals and provided space to list personal reading topics. The test driver was asked to predict the frequency of weekly practice. Kindle coaches assisted test drivers to complete the action plan using multi-modality communication techniques. (our evaluation can be downloaded here)

We wondered if using the Kindle2 was enjoyable and if our approach was beneficial. Before the test drive, we asked test drivers to rate their confidence in enjoying this new technology. (1=Not confident to 5 = very confident) The follow up question was “What are you afraid of ?” Kindle Coaches asked this open-ended question to provide an opportunity to listen and define ways support to the test driver.

After the two week trial period was over, the test driver was asked to rate the appearance, ease of use, speech feature (as a reading support), voice quality and effectiveness of the Kindle. (Was it an effective way to read and get books?) And finally, we wanted to know if they enjoyed TRYING the kindle.

The coaches have worked with 5 group members and are in the process of working with a 6th. Below is our preliminary data for 4 of our group members.

Some observations can be made from looking at this table: All the test drivers express a strong interest in continuing to use the Kindle2. They feel more confident in their ability to use the kindle2. All test drivers met or exceeded their planned Kindle2 practice time. They enjoyed the process of test driving the Kindle2 with the support of the Kindle Coaches.

These test drivers rated Kindle2’s text to speech feature as being “OK”. They all were initially excited about being able to see the text and hear it read. Seeing and hearing the text supports comprehension of written information. The Kindle Coaches demonstrated ways to modify the rate of speech and we taught ways to use the space bar to pause the oral reading. Two specific complaints were consistently heard from our test drivers: speech should be linked to text with highlighting and the voice quality must be improved before it is useful. Test drivers appreciated audiobooks for the natural sounding voice, but they indicated that having text available would be useful.

Test driver ratings and comments regarding the Kindle2′s appearance and ease of navigation were generally positive. They all stated that the screen was very clear and the size of the device was excellent. The “rave reviews” came when we browsed Amazon for the possible books, magazines and newspapers for purchase. Each test driver also expressed strong positive statements concerning the ease of downloading selected reading material.

In our next article we will talk more about what we learned about browsing and book selection. We will provide a little more description of the kind of “work” reading was for our test drivers.
In subsequent articles we will talk about the cost-benefit of our kindle experience. We will include some suggestions for future design features for the Kindle2.

Joan was initially only “mildly interested” in using the Kindle. She rated her interest as a 2 on a 1 to 5 point scale. She rated her confidence that using the technology would be fun as a 1 on a 1 to 5 point scale.
The Kindle Coaches were scheduled 2 times per week. Our coaching approach includes being quiet, letting the learner touch and explore the technology. We want to work together to find the simplest way to enjoy the activity. The Kindle Coaches want the Kindle 2 experience to be challenging but fun!
As a volunteer (Kindle Coach) I had the pleasure of meeting with, and getting to know Joan and her spouse. Although we interacted at the CVAG, our Kindle test drive took place at her home. At home, Joan seemed more engaging, expressive, and comfortable. Before and during the test drive we enjoyed conversations and levels of sharing that I had not previously experienced with this couple. I learned many things about Joan and her husband: they are Chicago Bear fans, the song Moon River holds special significance to them, they enjoy house boating on the Mississippi, and relating family stories. Our visits expanded our knowledge about their interests and activities. But each conversation added to the growing relationship between the Kindle team and the couple.

Our challenge was to find the best fit between Joan’s individual reading interest and the Kindle’s capacity to help her enjoy that interest. As a Kindle Coach my goal was to provide Joan with the basic skills to use the technology for the purpose of reading. In this case, we simplified the directions for the use of the Kindle so that Joan was able to successfully navigate the device without becoming overwhelmed. Once the navigation of the Kindle was understood and learned, we were able to use the information we had gathered in conversation to narrow down reading items of interest. She selected The Reader’s Digest, The Fine Art of Small Talk, and uploaded articles from Reminisce Magazine. Joan’s personal interest choice was a download of Audrey Hepburn’s Autobiography. We discovered that while using the Kindle, Joan’s oral reading skills were quite good. She also benefited from using a reading guide and coaching suggestions as to when to rest or review.
The text to speech (TTS) option within the Kindle added a new level of complexity. Unfortunately, it disrupted the actual reading process for Joan. To overcome this barrier, we supplied Joan with a guide to follow along with the text as it was being read. This process was still distracting. Joan found reading more enjoyable when she read aloud as she moved the guide down the page.

We incorporated oral reading into the couple’s homework assignments and emphasized reading aloud during our Kindle practice times. It just so happened that Joan got to show off her oral reading skills during one of our CVAG meetings. Our group was taking some time to “interview” different members. This activity allows group members to learn about others and to develop shared conversation topics. Joan was asked to be the Interviewer. She read a few interview questions. She did a beautiful job. Group members were supportive and it allowed Joan to show her communication strengths.
Joan completed the tasks associated with Level 1 on our Kindle Coaches Test Drive Navigation Guide. Joan rated her interest in continuing with the Kindle as a 4/5. She expressed enjoyment in the activity. She rated her confidence in having fun with technology as 4/5. Will Joan and her husband buy a Kindle2 ? I am not sure. But they are going to look at the new larger Kindle. They promised to let the group know about their investigations. Will Joan join a book club in the next year ? If she does I know that the Kindle Coaches will be there to enjoy the club with her.
My coaching experience with Joan helped me to get to know her and to learn about how to help others.

Gretchen Anderson,BA
Thomas L. Hintgen MA CCC/SLP
Jerry Hoepner,ABD CCC/SLP

Q: What do you have to do to test drive the Kindle?
A: Take the Kindle Pledge and Win the Lottery.

The Chippewa Valley Aphasia Group (CVAG) wanted to determine if the Kindle2 would help with reading and ease of access to written material. However, the cost of the Kindle2 was a barrier to learning about the device. The CVAG decided to pool their money to buy a Kindle2 so that group members could test drive this new technology. The fund raising activity was exciting and surprising. Funds were raised for the Kindle, books and audio book purchases. Selection of the “test drivers” was made using a Lottery after the basic ground rules for Kindle use were presented. The Lottery was drawn every 3 weeks. The Kindle Pledge was a lighthearted reminder to use the device carefully and to work with the Kindle Coaches. CVAG staff served as Kindle Coaches.

CVAG staff and group members have the privilege of knowing one another for months; if not years. The relationship, fostered by group involvement, made learning about this technology a comfortable activity. Each successive Lottery winning “test driver” received the Kindle for two weeks. The Kindle Coaches met with the test driver twice per week. During the initial visit, the coaches helped the test driver build a basic action plan and provided Kindle navigation information. Technical operation of the Kindle was not emphasized. Rather, the coaches and the “test driver” worked together to find the best match between their reading interest and the Kindle’s capacity to help enjoy those interests. The Kindle Coaches left a homework assignment each time they visited.

The Kindle Coaches were not experts in the operation of the Kindle. They followed a basic navigation guide listed below:

Skill Level I. Navigation – USE of the Kindle !!!
On
OFF
Page forward
Page back
Loudness
Text to speech – PAUSING.

Skill Level II. Choice – Making personal choices
Home and Menu
Modifying Text Size
Turning Text to Speech On – Off
Browsing the Kindle Store. Learning about Categories
Ordering / Purchasing a book or magazine
Selecting between News, Magazines, books

Skill Level III. Exploring – What are some possibilities ?
Web
Email
Narrative Assignments. Selected/ individualized stories from a distance.
Although this guide is written sequentially, the coaches encouraged the “test driver” to operate the device immediately. Coaches provided suggestions and answered questions as the “test driver” explored the device. During each visit reading was emphasized. Each test driver experienced reading with the Kindle using screen-text and text-to-speech. Coaches and test drivers worked in partnership to define the best way to use the Kindle. Coaches tailored their instruction and homework assignments accordingly. Following discussions of preferred reading material, each test driver made a visit to the Amazon store and purchased their own book or periodical.

The Kindle allowed users to hear audio books or to read along with text to speech. The Kindle coaches created personalized stories and sent them to the Kindle via the internet. Four individuals have thus far taken the test drive. Evaluation of the Kindle by these users and their coaches will be included in a future article.

During the two week test drive, the person with aphasia, family members and Coaches shared in conversation, made new discoveries and solved unique problems together. The activity of the test drive itself was enjoyable and relationships were deepened. The story that follows provides some more detail about one person’s test drive with the Kindle.

Thomas L. Hintgen MA CCC/SLP
Gretchen Anderson BA

Q- “What inspired you to develop an action plan for educating people about aphasia?”

Bob- “

The DVD, Inside Aphasia inspired me to talk to the community about aphasia. The DVD helped me to explain aphasia. They say a picture is worth a thousand words; well the DVD is worth a million.

Before I had aphasia I had no idea what aphasia was or any idea of how it would affect my family. The DVD, Inside Aphasia brought it together for me. I took each one of my girls (I have 5) and watched with them. I saw an intense interest in my daughter’s eyes which helped me to develop a plan. I shared with them that I was committed to sharing information about aphasia with the community service groups within the Chippewa Valley.

My plan involves sharing my story with the service groups and then sharing the DVD, Inside Aphasia with the entire group. Before the DVD I give out the NAA aphasia quiz. People are always interested in looking at the quiz. I leave time for questions and answers following the DVD. My goal is to talk to as many service groups as possible in the Chippewa Valley.

I’ve talked to five service organizations in the Chippewa Valley from the Lion’s Club to the Parish Council of Catholic Women. I’ve talked to over 200 people in the community so far. The intenseness that I experienced with my daughters was also shared by all who view the video, Inside Aphasia . I’ve noticed the same intensity when I show the DVD to service groups.

I’ve learned some important things along the way. I’ve learned that I still have CRD…Commitment, Responsibility for a task and Discipline to follow through on a project even if I CRS (Can’t Remember Stuff). I’ve learned that I can still get up in front of people despite the fact that I’m nervous. I’ve had to overcome stage fright more than a few times. I’ve learned that getting in contact with program coordinators is my biggest challenge. It takes time to set dates and arrange equipment.

I’ve learned other things about myself. I’ve learned that I am helping people to understand aphasia. At the same time I’m helping myself to get out of my comfort zone. I listen more than I talk. I am an optimist. I look for the good in everything. I look to make a difference. This helps me to keep going.

There was a positive result of my presentation with the PCCW. I presented my aphasia talk to the Parish Council of Catholic Women of Elk Mound, Wisconsin. There was a long discussion following the DVD. I answered many questions about aphasia. One woman asked about me participating in aphasia group. This seemed to be asked at many presentations. The president asked if there was anything her group could do to help. I talked with her about the Kindle 2 and that our aphasia group was raising funds for the Kindle 2. The next month I received a check to purchase a Kindle 2 for the group. I believe I made a difference with this group. The group was empathetic with me and my impairment. The group was willing to give a donation.”

A- “I’m not sure, what are my options ?”

The Chippewa Valley Aphasia Group (CVAG) staff dedicates part of each group session to talking about “What is possible”. We call this portion of our group session: Checking-in. Our Checking-in activity may review recent research or we may discuss adaptations that group members want to share with one another. We have talked about physical activity, nutrition, ideas about life long therapy, and technology. Checking-in is a time to consider possibilities.

During February of this year, staff described the Kindle 2 during our checking in time. The idea that a device as thin as a pencil could hold thousands of books, and could acquire these books wirelessly was interesting, but difficult to grasp. The idea that the device could read text was intriguing. However, group members had an immediate negative reaction when told the price. The cost “barrier” stopped our discussion of the possible benefits for people with aphasia.

The CVAG staff was puzzled that group members chose to discard investigation of this technology solely based on price. Our group did not even want to risk a “test drive” of this device because of cost. CVAG staff made a brief motivational video for the next Checking-in. The video acknowledged how little we knew about the Kindle 2 and how the funding barrier would keep us from ever knowing. The staff challenged the group to break down the barrier. Staff encouraged all group members to consider contributing to a Kindle fund. (We used a Mason Jar to represent the place for loose change to collect) If the group pooled their resources and bought one Kindle 2; we could all try it out and decide if the device was useful for people with aphasia. We suggested group members could seek contributions from friends and family. Inherent in the Kindle Collection Plan was a key tenet of the CVAG: making personal activity Choices. There was not a forced participation or a forced disclosure of who was or was not collecting funds. Rather, there was a Choice to consider the Kindle Collection.

Group members, staff, and volunteers contributed funds and solicited funds. Student volunteers placed Kindle Jars strategically in their environments. Speech pathology staff encouraged other hospital employees to contribute. Group members sought and brought donations from community sources. What had been a frustrating resignation of impossibility, became a momentum building work in progress.

After the first week of Kindle Collections, it became clear to all involved that this was about much more than just gathering funds. As the group worked together toward a common goal; unique ideas for gathering Kindle funds were emerged. Kindle Jars showed up in the rounds conference room at the hospital. One volunteer’s father agreed to place a Kindle Jar on his office desk at school. Others placed Kindle Jars at family gatherings. One group member with aphasia took the initiative to solicit funds through a local church group. With each contribution that was gathered, there were stories of discussions about aphasia, about Kindle, about aphasia groups. Our group raised $385.00 in 3 months. In addition we received a one time gift of another $380.00. That story will be shared in our next article.

The Kindle Collection raised awareness of aphasia in our community, at the hospital and across our region. In addition to raising funds and raising awareness, the group had the satisfying benefit of executing a plan in pursuit of a goal.