AAC
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Transcript of AAC
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