Tags & Description
augmentative
used to supplement existing speech
alternative
used in place of speech that is absent or not functional
Example of Alternative
Alternative might be used for someone who has cerebral palsy and may not be able to use speech or someone who has a motor speech disorder and cannot use verbal speech
example of Augmentative
Augmentative may be used for someone who has autism and has some speech
residual speech or vocalization, gestures, signs, and aided communication
AAC interventions should utilize the individual’s full communication capabilities that include the use of
motor ability
pre-literate, non-literate, literate
aided, unaided
How can AAC vary in different settings?
Assistive technology
any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve capabilities of a child with a disability
AAC
An area of clinical practice that attempt to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders
Aided
this is typically used with adults with receptive language impairments due to aphasia. a technique used by a partner to enhance auditory comprehension by the AAC user. the speaking partner uses writing and drawing to supplement the words they are speaking so that the AAC user can better understand.
Unaided
methods of communication that require nothing external to the body to represent meaning
ex. ASL, body language
static displays
provides fixed set of symbols which are mechanically affixed to underlying layer of plastic or paper materials
dynamic displays
offer a large selection and display of language and vocabulary, with motor complexity
pre-literate
Vocab to develop language, guided by typical developmental norms, room for growth
ASD, Down syndrome have similar pattern of vocabulary development but at different rates when compared to typically developing peer
Words they do not yet know that are/will be targeted during meaningful daily experiences
literate
Can read and spell, have greater variety of message \n preparation options, can form messages letter by letter or word by word and retrieve the messages with appropriate AAC support, can communicate ANYTHING they want via spelling but can benefit from access to some messages
AAC teams prepare 3 different types of \n messages for quick retrieval:
Timing enhancement
Message acceleration
Fatigue reduction
non-literate
Unable to spell well enough to formulate their messages on a letter-by-letter basis, not expected to regain or develop this, typically include individuals with substantial language and cognitive limitations due to developmental or acquired disabilities \n (Most are unable to read to)
Vocab selection aims to meet their daily, ongoing, functional communication needs in a variety of environments
Almost always chose vocab from a FUNCTIONAL vs. developmental perspective
Main emphasis is building FUNCTIONAL communication across contexts rather than increasing the use of complex syntactic forms
Low tech (no-tech)
little to no electronic technology to promote communication.
ex. communication/core boards, PECS, communication books
Mid tech
more manual
has voice output
has levels, and twist-dial to change levels
has sheets you have to change for each level
ex. Go talk, switches with some ability to record a message, devices with paper overlays
High tech
computers SGDs, including apps on tablet, dedicated SGDs with switches/eye gaze for selection
Myth
Myth or fact: Children MUST have a certain amount of words before using AAC.
Fact
Myth or fact: AAC does not inhibit speech development or recovery
Myth
Myth or fact: AAC will replace speech
Myth
Myth or fact: People who do not speak, do not understand typical language
Myth
Myth or fact: Voice output systems are “better” than Low-tech
5 purposes of communication
to inform, to express feelings, to imagine, to influence, and to meet social expectations
Legal legislation with AAC
Common diagnosis with AAC
Presuming competence
Core words
Function words: Messages and words that are frequently used by many individuals across many contexts
Fringe words
A vocabulary specific or unique to the AAC user, activity or topic
How is language represented with pre-literate individuals?
How is language represented with literate individuals?
How is language represented with non-literate individuals?
message preparation: pre-literate
message preparation: literate
message preparation: non-literate
word→word
letter→letter
phrase→phrase/ sentence→sentence
Informants
Who do you gather information from?
Spouse, parent, siblings, other family members, teachers, employers, co workers, peers, friends, AAC user themselves if they can
Who are informants?
visual scene display
typically for developing children draw early language concepts
integrated scenes (photos)
meaningful and motivated events
Grid display
Each concept is represented by a graphic symbo
Symbols arranges in rows and columns like a grid
Can be a few or lots of symbols
More commonly seen (things like snapcore, PRC devices, LAMP WFL)
Pre-stock vocabulary
Grid displays advantages and disadvantages
Advantages:
Accommodate a wide range of vocabulary concepts
Support a wide range of communication outcomes for those with CCN:
Improve expressive communication by:
Initiating requests, commenting, expressive other communication functions
Support comprehension
Promote engagement
Reduce challenging behavior
Widely available
Disadvantages:
Present language concepts without context
Decontextualized
Can be challenging for those with CCN
Especially in early stages of language development or those with acquired conditions with significant limitations in language (severe aphasia, primary progressive aphasia)
The sequencing of symbols may be difficult for children to attach meaning to
Adults with Aphasia have difficulty if it has a \n large number of symbols with multiple “levels” that require multiple steps to navigate and access
partial objects
shares features with the referent but aren’t identical, part of the object, but not entire object
ex. cheerios logo from the box vs. the entire box
associated objects
not possible to use actual object
ex. a leash representing walking the dog
tangible symbols
2/3D aided objects: permanent able to be manipulated highly iconic and can be discriminated by touch
ex. towel means bath
Access
direct & indirect
language
display
output
what are the 4 primary features of AAC?
direct access
A person using direct access selects a desired item on a display, either by using a body part (e.g. finger or toe), an instrument (e.g. stylus) or adaptive technology for cursor control (e.g. head tracking, eye tracking, or adapted joystick)
indirect access
A person using indirect access is typically an individual who cannot control the muscles necessary for direct access, and uses one or more switches to make selections with a scanning interface
Schematic/Activity: grid displays