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Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC). Information complied by Andrea Bilello, M.Ed. What is AAC?. AAC includes equipment and services that enhance face-to-face communication and telecommunication. Writing aids are also included in AAC.

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Augmentative and Alternative Communication (AAC)

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  1. Augmentative and Alternative Communication (AAC) Information complied by Andrea Bilello, M.Ed.

  2. What is AAC? • AAC includes equipment and services that enhance face-to-face communication and telecommunication. Writing aids are also included in AAC. • The devices allow an individual to communicate when traditional speaking and writing are not effective. AAC equipment is customized to address a user’s motor and communication needs. • “…the combination of communication tools available to an individual, including any speech, vocalization, gestures, and communication behaviors related to specific methods and devices.” (Johnston et al., 2007 p. 116). • According to Benson (2003) AAC can either supplement, enhance or replace conventional methods of communication (Johnston et al. 2007, p. 102)

  3. Definitions of Augmentative and Alternative Communication • Augmentative communication devices “add to”, “assists”, or “supplements” an individual’s present communication skills. • Alternative communication devices are ones that “by pass” or “replace” an individual’s oral communication system altogether Discussion: Turn to the person next to you and provide an example of each of these communication devices. Discuss how AAC systems can enhance an individual’s speech and language development.

  4. How do you select AAC? • Based on the student’s physical, cognitive, sensor, and receptive language skills • Selection of AAC devices should be a team’s decision, especially with input from the student, an SLP, and an AT specialist • The team should assess both the student and their environment to select the most appropriate AAC device. • Refer to the SETT framework and Chapter 3: Communication Power Point from www.wati.org on the wiki

  5. What is the goal for selecting and implementing AAC devices?

  6. What is indication? • Scanning • Encoding • Direct selection • A technique an individual uses to make their message known (Johnston et al. 2007, pg. 103)

  7. What are Implementations? 5 Areas • Unaided • Fundamental • Simple electronic devices • Fully independent devices • Fully electronic and portable • Devices used by an individual to supplement, enhance, or replace communication (Johnston et al., 2007)

  8. AT Continuum Examples

  9. Picture Communication Systems

  10. Go Talk

  11. Springboard Springboard Lite

  12. DynaVox http://www.dynavoxtech.com/default.aspx

  13. Advantages and Disadvantages of Electronic AAC Devices • Increased independence of the student • Options for speech output (Bryant & Bryant, 2003) • Cost • Maintenance • Training • Portability Advantages Disadvantages

  14. Strategies to Support Students to use AAC devices Across All Environments • Provide a supportive environment • Challenge the student • Keep open communication between team members • Participate in ensuring the student is successful using the AAC device • Follow IEP • Use simple strategies first (low tech to high tech) (Johnston et al, 2007 pg. 117)

  15. Adaptive and Alternative Keyboard • Device used by individuals who lack the fine motor control, range of motion or required finger pressure to press the keys on a standard keyboard within a reasonable amount of time • Used for communication, computer access and writing

  16. Examples of Adaptive Keyboards IntelliKeys WinMini Keyboard Big Keys

  17. Questions to Consider When Selecting Keyboards and Keyboard Additions? • What size keyboard would be most beneficial to meet the student’s needed? • How much pressure will be required to press the keys? • How much space between keys would be most beneficial to meet the needs of the student? • What adaptations are needed to use two keys simultaneously? • Will the user need visual or tactile cues? • Is moisture in the keyboard area a potential problem? • Can the student reach and target the keys? • Can keys be released quickly to avoid repetition of depressed key? (Bryant & Bryant, 2003, p. 113)

  18. References Bryant, D. & Bryant, B. (2003). Assistive technology for people with disabilities. Boston: Pearson Education Inc. Johnston, L., Beard, L.A., & Carpenter, L.A. 2007. Assistive Technology: Access for All Students. Pearson: Upper Saddle River, NJ

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