QUESTION

In 3-4 paragraphs, provide supporting details and examples to discuss the following with your classmates in the Course Discussion Section:

• Tell us what experience (or no), you’ve had with augmentative or alternative communication.
• Share at least three take-aways after viewing the AAC – Augmentative and Alternative Communication Presentation and Reading Notes Module 10
• Share at least three take-aways after viewing AT to Enhance Communication Presentation

ANSWER

Augmentative and Alternative Communication (AAC)

1. Introduction to Augmentative and Alternative Communication

Augmentative and alternative communication (AAC) is a particular type of assistive technology that can help people with a variety of language and communication disabilities. AAC includes a lot of different methods for communicating, from sign language for people who are hearing impaired and nonverbal, to language devices that can help organize words, pictures, and symbols to help people express themselves. The main goal of AAC is to give people a way to communicate their thoughts, needs, and ideas. Augmentative and alternative communication can be used with both children and adults who have difficulty understanding or producing spoken language, have a severe communication disorder that impairs the ability to meet their daily needs, or have a deteriorating neurological condition that will result in the loss of communication and language function.

1.1. Definition and Importance of AAC

The American Speech-Language-Hearing Association (ASHA) defines Augmentative and Alternative Communication (AAC) as “an area of clinical practice that attempts to compensate, either temporarily or permanently, for the impairment and disability patterns of individuals with severe disorders of speech-language production and/or comprehension” (ASHA, 2005). Simply put, AAC refers to ways of helping people with communication disorders to express themselves. It is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those who have impairments in the production or comprehension of spoken or written language. AAC is considered a critical component of treatment for individuals with severe communication disorders, such as autism spectrum disorder, cerebral palsy, intellectual disability, progressive neurological disorders, and aphasia. It is designed to support an individual’s natural speech and includes various tools and strategies – from picture boards to state-of-the-art voice output devices. The use of AAC has shown to be associated with a range of positive outcomes for individuals with complex communication needs. For example, research has shown that individuals using AAC are positioned to achieve their communication potential when provided access to robust vocabulary and language experiences. In addition to fostering communicative competence, AAC can also support development in other related areas, such as social skills, literacy, and self-esteem. The importance of AAC goes beyond the individual using it. It has been identified that effective family involvement is a critical factor in the success of children with complex communication needs who use AAC. When families are supported in becoming an integral part of the AAC team, they can help to ensure that the child has access to the most effective communication interventions and develop the necessary skills to succeed both in and out of therapy. This can include implementing AAC strategies in the home environment, just as family-oriented goals and coaching practices can improve the child’s overall functioning. By extension, individuals who have access to effective AAC and communication supports are better placed to realize their capacities for autonomy and self-determination. This is because having one’s voice heard and being able to express what one wants, as well as to develop and maintain interpersonal relationships, are crucial components of a meaningful and self-directed life. As a result, AAC is increasingly recognized as an important means to support a person’s right to communicate and participate in society. The United Nations Convention on the Rights of Persons with Disabilities (UN, 2006) dictates in Article 4 – General Obligations that “States Parties undertake to ensure and promote the full realization of all human rights and fundamental freedoms for all persons with disabilities without discrimination of any kind on the basis of disabled status.”

1.2. Personal Experience with AAC

In elementary school until I was up late in college, I attended a national program specifically for college students with disabilities. For pretty much all of this time, I’ve used a speech producing device as my major form of communication with other people. Initially, I only used it to answer multiple choice questions in class. Later, as I got to know the staff, instructors, and college kids, I used it for more and more. I have 2 personal experiences which I believe help me to provide good advice to families who try to help their children in finding out how to effectively use AAC. First, when I was about 10 years old, my teacher at the day care program I attended told my parents that she was concerned about the kids making fun of me due to my device. She said that she was concerned that I would get frustrated because I was not communicating efficiently and that this might make me act out and disrupt the program. She proposed that she only let me use my device for sure activities when all the other kids were doing the same activities and only for choices between 2 things. My parents didn’t agree with her, but they didn’t argue with her either. Instead, they spoke to me about what I wanted to do. I told them that I wanted to use my device and that I wanted to be shown how to use it to help me say the things I really intended to say. My dad spent fewer than 5 to 10 minutes showing my teacher how my device worked and providing that there was a way to set it so that the only choices offered were things that the kids were going to do anyway. He also discussed that even though my device sometimes didn’t function well, that was the method to communicate that I truly preferred. This happened before I had a tool on my device. My job is establishing targeted concepts and getting buy-in from my families regarding what I’m trying to achieve. And I did not have to struggle to communicate intentionally or have everyone’s attention diverted from my purposeful attempts to communicate.

1.3. Examples of AAC Devices and Strategies

Text-to-speech and speech-generating devices (SGDs) – These devices can vary a lot in size and complexity, from small and simple devices that can fit in a pocket to specialized computer programs that take advantage of eye-gaze technology. Most of them consist of a screen, which might show symbols or a keyboard or both, and speakers. Some can be pre-programmed with personalized vocabulary and phrases, while others can have their screens changed to show specific items that are needed for a particular time or activity. Technology like this can be used in a variety of ways, such as to help with writing and spelling or to produce a spoken voice that others can understand.

Eye-gaze and head-movement tracking – Eye gaze systems use cameras and infrared light to track where the user is looking on a screen. Specialized software allows users to select items on the screen by looking at them for a certain amount of time, making it possible to write or select from a list of pre-set messages just by moving your eyes. This can be helpful not only for people with physical disabilities, but also for those who have trouble controlling body movements, such as some people with cerebral palsy.

Communication books – Like boards, communication books vary in complexity. They can range from spiral-bound notebooks with pages you can flip over to books made with fancy binders and pages that snap in and out. Usually, they are made up of grid-like layouts, with each square containing a picture or word. By pointing at different squares, you can string together whole sentences.

Some include: Communication boards and cards – Communication boards and cards can range from very simple to fairly complex. Simple communication boards might show a few important pictured items—a “yes”, “no”, and a “help” picture, for example, while more complex ones can show all sorts of things. Some boards are designed to help with specific tasks, like ordering food in a restaurant.

2. Take-Aways from AAC – Augmentative and Alternative Communication Presentation and Reading Notes Module 10

2.1. Understanding the Basics of AAC

2.2. Benefits of AAC for Individuals with Communication Disabilities

2.3. Strategies for Implementing AAC in Various Settings

3. Take-Aways from AT to Enhance Communication Presentation

3.1. Introduction to Assistive Technology (AT)

3.2. AT Devices and Tools for Enhancing Communication

3.3. Integration of AT into Communication Interventions

4. Conclusion

Empowering Communication: Insights from AAC and Assistive Technology

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