AACAugmentative

AndAlternative

Communication

Bonnie YoungWendy Homlish

AT Consultants – CLIU 21

What is AAC?

• Used to describe communication modes other than verbal speech– Sign language– Gestures– Alphabet systems– Symbol or picture systems

AAC is…

• Aided or unaided communication modes used as a supplement to or as an alternative to oral language, including gestures, sign language, picture symbols, the alphabet, and computers with synthetic speech.

Augmentative Communication

Any approach designed to enhance an individual’s already existing speaking skills. Not designed to replace existing communication abilities, but rather to support them.

Alternative Communication

Those communication approaches that are an individual’s primary means of communication. Utilized when an individual possesses no oral communication abilities.

AAC System

An integrated group of components, including the symbols, aids, strategies, and techniques used by individuals to enhance communication

Candidates for AAC

• Congenital disabilities– CP– Autism– Mental retardation– Developmental apraxia– Sensory impairments

• Acquired neurogenic disorders• Progressive disabilities• Temporary structural changes

Symbol

• Methods used for visual, auditory, and/or tactile representation of conventional concepts

• Can be gestures, photographs, manual sign sets/systems, printed words, objects, spoken words, Braille

Aid

• A physical object or device used to transmit or receive messages

• Can include communication book, board, chart, mechanical or electronic device, computer

Strategy

• Specific way of using AAC aids, symbols, and/or techniques more effectively for enhanced communication.

• A plan that can facilitate one’s performance

Technique

• A method of transmitting messages

• Linear scanning, encoding, signing, natural gesturing, direct selection

Output

• The information AAC users transmit to communication partners– Synthesized speech (computerized)– Digitized speech (recorded)– Hard copy print– Computer screen messages

Array

• An organized display of symbols, pictures, letters, or other information on an AT device; often in a row-column matrix

Selection Techniques

• Direct Selection– Touching, pointing, headsticks, eye

gaze

• Scanning– Circular, linear, group-item

Central Goal of AAC

• To communicate messages so users can interact in conversations

• Participate at school, home, work, recreational activities

• Establish and maintain social roles• Meet personal needs

Purpose of Communicative Interaction

• Communication of needs and wants

• Information transfer

• Social closeness• Social etiquette

• Janice Light, 1988

Message Selection

• Learning to Communicate vs. Communicating to Learn

• Factors to be considered– Environments– Gender– Age– Cognitive/linguistic levels– Activities/involvement level– Cultural issues

Messages Should Be…

• Age appropriate• Fun and motivating• Purposeful and meaningful• Natural and useful to the activity• Promote active and natural

participation in the activity• Generic and reusable

Messages…

• Promote communication – not activity sequencing skills

• Have high frequency of occurrence• Driven by the individual• Continually updated and revised

Participation Model

•Academic Participation–Competitive–Active– Involved–None

How do we know which is best?

• Feature match• Team involvement• SETT Framework

Fixed Display

• Symbols and items on board are in a fixed location

• Number of items varies• Must typically use a variety

of fixed displays to accommodate communication needs

• Compensate for limitations with levels, encoding

Dynamic Displays

• Computer screens with visual symbols that , when activated, automatically change the screen to a new set of symbols

Including the Student Who Uses AAC

• Structure the environment to support communication– Proper positioning– Access to AAC– Access to partners– Involvement in motivating activities

• Respond to the individual’s communication attempts

• Confirm the intended message

Including the Student…

• Ensure shared focus of attention• Provide opportunities for

communication• Wait and provide enough time to

communicate• Model appropriate use of AAC

No Tech Solutions (Unaided)

• Gestures• Body language• Eye gaze• Manual signing

Low Tech Solutions

• Manual communication board/book• Single message vocal output

communication devices• PECS vs. PCS

Mid-Tech Solutions

• Multiple message vocal output communication systems, including:– TechTalk– Message Mate– Speak Easy

High Tech Solutions

• Dynavox products (DV4, MT4, MightyMo)– Dynamic display– Categorical– Dynasyms vs. PCS

• Pathfinder/Vanguard/ Vantage– Fixed/Dynamic Display– Semantic Compaction - MinSpeak

Remember:

“Incidental teaching episodes are brief,

positive, and oriented towards

COMMUNICATIONrather than language-

teaching, per se.”

Partner CharacteristicsCommunication Interaction Style

• Adults• Tend to dominate the interactions

• Preempt the student’s or young child’s turn

• Don’t give students or young children time to formulate messages

• Often fail to respond to student’s or young child’s initiations

• Often anticipate the student’s or young child’s needs and thoughts, making it unnecessary for them to communicate

Solutions

• Understand how partners can facilitate the effective use of communication through the use of:• environmentally-based cues• a unique, least-to-most prompt

hierarchy • the use of appropriate descriptive

feedback

“Communicative competence is about people. It is not about computer technology, or AAC systems. Technology is just the tool, it is the people and the interactions between them that must be our main focus.”

Janice Light