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Augmentative and Alternative Communication Systems: Procedural Description

Augmentative and Alternative Communication Systems: Procedural Description. Emily Gallant Caldwell College June 23, 2008. Overview. Resources Rationale Terms Types Conceptual analysis. WITH VIDEO!. Search (Academic). PsycINFO sign language + autism pecs + autism aac + autism

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Augmentative and Alternative Communication Systems: Procedural Description

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  1. Augmentative and Alternative Communication Systems:Procedural Description Emily Gallant Caldwell College June 23, 2008

  2. Overview • Resources • Rationale • Terms • Types • Conceptual analysis WITH VIDEO!

  3. Search (Academic) • PsycINFO • sign language + autism • pecs + autism • aac + autism • Colleagues

  4. Search (Public) • Google [search “AAC”, “AAC + autism”] • YouTube • PECS (www.pecs.com) • Dynavox (www.dynavoxtech.com)

  5. AAC: Rationale • Evidence-based? • Communication: presence > form • Medical-type diagnoses (e.g., “apraxia”) • ABA marketing • However, for most: GOAL = vocal speech • Shaping?/Fading? D

  6. Terminology • “Unaided”  Signing • “Aided”  Low-tech (e.g., PECS)  High-tech (e.g., vocal output systems) Wilkinson & Hennig (2007) Hourcade, Pilotte, West, & Parette (2004) ASHA (2004)

  7. Terminology • Symbols • Manipulated to achieve communication goal • Formal similarity to target varies (e.g. line drawings vs. photographs) ASHA (2002)

  8. Signing • May use just a few signs • Imitation training? (e.g., Tincani (2004)) • Communication partners limited

  9. What does it look like? • Signing http://www.youtube.com/watch?v=FlFwLxqAUkk

  10. PECS

  11. PECS • Manualized/packaged; Certificates • Materials: • Preferred items • Pictures • Book to store pictures • People involved: • Communicative partner • Physical prompter Bondy & Frost (1994) Pyramid Educational Consultants, Inc. (2008)

  12. PECS • Phase I: Physical Exchange • Phase II: Expanding Spontaneity • Phase III: Picture Discrimination • Phase IV: Sentence Structure • Phase V: Responding to “What do you Want?” • Phase VI: Responsive & Spontaneous Commenting Bondy & Frost (1994)

  13. What does it look like? • PECS Phase I • http://www.youtube.com/watch?v=ZP48lxnNdHM

  14. What does it look like? • PECS Phase II • http://www.youtube.com/watch?v=tr3lQXNEcps

  15. Higher-tech Options • Picture  audio • Text  audio • Text composition  audio

  16. What does it look like? • Variety of materials and equipment

  17. What does it look like? • “Supertalker”; “Bookworm”

  18. What does it look like? • DynaVox

  19. Summary • What’s available? • Products • Testimonials • What’s less available? • How to teach a child to use AAC • Up to implementer? • PECS: manual guidance + appropriate fading • Reference to empirical support • For typically developing children • For children with autism

  20. SD(s) MO(s) Listener Something to say How does it work? • Basic contingencies of verbal behavior Higher-order antecedent stimuli Response SR+ Availability of listener Verbal behavior SR+ Initially, AAC response; Later, vocal speech

  21. Where do we go from here? • Claim: AAC enhances vocal speech • True?  Evaluate using EBP standards • Transition from AAC to vocal speech? • Public resources do not specify • How could we facilitate this? We could… • Would you (do you) teach it?

  22. References • American Speech-Language-Hearing Association. (2002). Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery [Knowledge and Skills]. Available from www.asha.org/policy • American Speech-Language-Hearing Association. (2004). Roles and Responsibilities of Speech- Language Pathologists With Respect to Augmentative and Alternative Communication: Technical Report [Technical Report]. Available from www.asha.org/policy • Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9, 1-19. • Hourcade, J., Pilotte, T. E., West, E., & Parette, P. (2004). A history of augmentative and alternative communication for individuals with severe and profound disabilities. Focus on Autism and Other Developmental Disabilities, 19, 235-244. • Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilites: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264. • Pyramid Educational Consultants, Inc. (n.d.) Retrieved June 23, 2008, from http://www.pecs.com • Romski, M. A., & Sevcik, R. A. (1997). Augmentative and alternative communication for children with developmental disabilities. Mental Retardation and Developmental Disabilities: Research Reviews, 3, 363-368. • Tincani, M. (2004). Comparing the picture exchange communication system and sign language training for children with autism. Focus on Autism and Other Developmental Disabilities, 19, 152-163. • Wilkinson, K. M., & Hennig, S. (2007). The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities. Mental Retardation and Developmental Disabilities: Research Reviews, 13, 58-69.

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