AAC for Very young Children

1. AAC for Very young Children Lauren Everley and Emily Markov

2. Introduction Definitions Special Characteristics Varying Etiologies

3. Introduction • Definition- • Very young refers to children 0-5 years of age • Special Characteristics of Population- • Literacy • Little reading and/ or writing ability • Speech • Pre-lingual • Vocabulary • Often limited

4. Introduction • Varying Etiologies • Autism • TBI • Genetic Conditions (ieDown Syndrome) • Cerebral Palsy • Sensory Deficits (ie Visual, Hearing)

5. Characteristics Affecting Device Usage Communicative Abilities Motor Abilities Cognitive Abilities Sensory Functioning Behavioral Issues

6. Characteristics Affecting Device Usage • Communicative Abilities • How does the child currently communicate? • Does the child engage in intentional communication? • How well does the child understand the communication of others? (receptive communication)

7. Characteristics Affecting Device Usage • Motor Abilities • What are the child’s current speech and oral motor abilities? • What movements does the child have sufficient control over that can be used for AAC activation and control? • How does the child move from place to place?

8. Characteristics Affecting Device Usage • Cognitive abilities • What cognitive abilities does the child have? • Does the child engage in intentional communicative behavior? • Does the child appear to understand the concepts of causality, means-end and symbols? • Does the child do better utilizing recognition versus recall memory?

9. Characteristics Affecting Device Usage • Sensory Functioning • Does the child have and vision difficulties? • Does the child have any hearing difficulties? • Is the child overly sensitive to stimuli?

10. Characteristics Affecting Device Usage • Behavioral Issues • Does the child engage in inappropriate or challenging behaviors? • Unwanted movements • Attention span

11. Speech Generating Devices SGD Voice Output System No tech, low tech, mid tech, high tech

12. SGD • Voice output system- • Electronic systems used to replace speech for individuals with speech impairments • Allows individuals to actively participate in communication interaction • Produce electronic voice output through speech synthesis or natural speech • Often takes time to prepare responses

13. SGD No Tech High Tech Mid Tech Low Tech • does not require a power source • requires a power source • requires extensive training to program and maintain the device. • requires a power source • requires training to program and maintain • requires a source of power • very easy to program

14. Communication Devices Available for Children

15. Types of Communication Devices Picture based systems Three dimensional objects Wearable communication systems Gestures/ Sign

16. Picture Based

17. Picture Based System • The use of pictures to facilitate communication • Child chooses a picture to make a request • System can range from no-tech to high-tech

18. Picture Based System- PECS • Picture Exchange Communication (PECS) • The individual gives a picture of desired item to communicative partner who then honors the request • 6 phases ( discrimination, sentences, answering questions, etc.)

19. Picture Based System- PECS PROS CONS • Affordable • Effective for multiple etiologies • Allows for social communication • Can be used even after “young child” years • Requires a lot of attention to learn • Communication limited to pictures available

20. Picture Based System- M3 • Dynavox M3 • first speech-generating device to feature touchscreen technology • Prerecorded messages • Ideal for young children because no literacy skills are needed

21. Picture Based System- M3 PROS CONS • Messages sorted by situational context • Provides verbal feedback via digitized feedback • Visual AND auditory feedback • Multiple access methods • Mid-tech, so requires some training to use and program • Must be charged to work • Costly • No room for error correction

22. Picture Based System • A wide array of clients would benefit from the use of Picture Based Systems • Low tech systems- ideal for any level of cognitive function, easier to use with high motor ability. • High tech systems- can be more suited for children with low motor abilities because of the multitude of access methods • Both require a higher attention span

23. Three Dimensional

24. Three Dimensional Object • A tangible, often large, object children can use to communicate • Has dimensions unlike a flat screen or flat pictures • Often a switch

25. Three Dimensional Object • BIG Mack • A single message can be recorded (up to two minutes in length) • Once the client presses the button, the message will play back

26. Three Dimensional Object- BIG mack PROS CONS • Ideal for communication for individuals that need a larger target area • Low tech, so easy to program and use • Can hook up to other devices • Only has one recorded phrase at a time • Costly • Not very durable

27. Three Dimensional Object • A smaller clientele would benefit from using a BIGmack than Picture Based Devices • Provides a larger target for those with low motor ability or visual impairments • Allows those with low motor ability to play with toys or make requests • For those with low cognitive function, can be taught to use the BIGmack to make requests

28. Wearable

29. Wearable Communication System • Portability • Has a mechanism to attach it to the child to take with them anywhere they go • Offers consistent voice output for users

30. Wearable Communication System • Lingo • A low-tech communication tool that helps students remember important details, follow step-by-step instructions and focus their attention in the classroom and the home

31. Wearable Communication System PROS CONS • Allows kids to communicate quickly in the classroom and at home • On the go • Durable • Low tech – easy to manage and maintain • Limited responses • Pricey

32. Wearable Communication System • Clients that would benefit • Children in the classroom • People on the go who need to communicate quickly • Ideal for those with behavioral issues because it does not require a large attention span.

33. Gesture/Sign

34. Gestures/ Sign • Gestures are communications like facial expressions, hand signals, eye gazing, and body postures. • Examples: smiles, handshakes, waving, and raising certain fingers to say something.

35. Gestures/ Sign • American Sign Language (ASL) • A language that uses a system of manual, facial, and other body movements as the means of communication

36. Gestures/ Sign PROS CONS • Easy to learn • Promotes language skills • Many gestures are easily understood • Inexpensive • Quick and effective* • Not everyone understands ASL • Clients must be mobile • Limited vocabulary

37. Gestures/ Sign • Clients that would benefit • Deaf and hard of hearing • Anyone who does not have speech capabilities • Anyone can use gestures and signs to enhance oral communication

38. “Don’t let your dreams be dreams” Conclusions

39. Sources http://www.asha.org http://aac.unl.edu/yaack/ https://www.msu.edu/course/asc/823e/casby/langdevcharts.html http://www.pecsusa.com/ http://www.dynavoxtech.com http://www.ablenetinc.com http://www.ninds.nih.gov http://www.mayer-johnson.com/lingo