Internet Resources for Augmentative and Alternative Communication in Early Intervention and Early Childhood Services

2009 ◽  
Vol 18 (1) ◽  
pp. 28-32
Author(s):  
Nancy B. Robinson
Keyword(s):  
Early Intervention ◽  
Early Literacy ◽  
Augmentative And Alternative Communication ◽  
Assessment Tools ◽  
Alternative Communication ◽  
Education Development ◽  
Internet Resources ◽  
Sacramento County ◽  
Communication Modalities ◽  
Key Resources

Abstract The development and implementation of augmentative and alternative communication (AAC) tools for children in the earliest stages of communication and language development may include a range of communication modalities that include gesture, vocalization, actual objects, photos, picture icons, Speech Generating Devices (SGDs), and higher-tech AAC devices. Internet resources for AAC in early intervention settings include assessment tools, communication aids, early literacy supports, educational tools for professionals and families and much more. Some of the key resources that have been reviewed by a team of professionals through the Supporting Early Education Development Systems (SEEDS) Project in the Sacramento County Office of Education, Sacramento, California, are described.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

Accessible Picture Communication on the Playground

2008 ◽  
Vol 17 (4) ◽  
pp. 131-134
Author(s):  
Christine Derse
Keyword(s):  
Elementary School ◽  
Early Intervention ◽  
Augmentative And Alternative Communication ◽  
Regular Education ◽  
Alternative Communication ◽  
Communication Services ◽  
Picture Communication ◽  
Share Information ◽  
Communication Board

Abstract This article is based on a poster presented at the 2008 ASHA Division 12 conference. The purpose of the poster was to share information about placing a permanent picture communication board on a newly constructed accessible playground at an elementary school. The idea for a permanent communication board was the result of my experience providing augmentative and alternative communication services in schools and in early intervention. My daughter was a student in regular education attending the school, and students who use AAC also attended the school.

The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey

2018 ◽  
Vol 34 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Eliada Pampoulou ◽  
Eleni Theodorou ◽  
Kakia Petinou
Keyword(s):  
Assistive Technology ◽  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Speech Therapy ◽  
Tertiary Education ◽  
Assessment Tools ◽  
Assessment Process ◽  
Picture Exchange Communication System ◽  
Background Information ◽  
Alternative Communication

Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists ( n = 330), contacted by the Cyprus Speech Therapy Association. The questionnaire comprised 12 questions, which were categorized into three sections: background information (educational level and clinical experience), training undergone (during or after completion of tertiary education) and participants’ AAC practices (caseload, assessment and intervention). The findings from the analysis of the returned data ( n = 59) reveal that training provision on augmentative and alternative communication has positively influenced practice. Most of the participants received training in the specific field during their bachelor’s degree, rather than during later education. Life-long training on different language systems (including different assistive technology tools, such as symbols and talking products as well as methods such as the Picture Exchange Communication System) also played a pivotal role in their work. Regarding the assessment process, the findings show that whilst there are a number of standardized language assessment tools, the participants relied heavily on non-standardized tools and/or their clinical judgment. Regarding intervention, they reported using different language systems and a variety of Assistive Technology equipment. Several recommendations are made aimed at raising the profile of AAC services in Cyprus, especially with regards to training and assessment, as the findings show that these areas have not been addressed systemically thus far.

scholarly journals Challenges and Opportunities in Reading Instruction for Children with Limited Speech

2017 ◽  
Vol 38 (04) ◽  
pp. 253-262
Author(s):  
Andrea Barton-Hulsey
Keyword(s):  
Reading Instruction ◽  
Augmentative And Alternative Communication ◽  
Assessment Tools ◽  
Future Research ◽  
Alternative Communication ◽  
Her Family ◽  
Flexible System ◽  
Speech Language Pathologist ◽  
Challenges And Opportunities ◽  
Generative Language

AbstractThe ability to read has implications for communication development for individuals who use augmentative and alternative communication (AAC) systems. Access to print for generative language provides a flexible system in which an individual can create novel messages and interact with his or her family, friends, and peers. Several challenges in reading instruction inherently exist for individuals who have limitations in speech ability. Reading instruction is becoming increasingly more accessible with current advances in technology; however, several challenges remain regarding the creation of accessible learning environments, assessment tools, and reading intervention strategies for children with limited speech. The current article provides an overview of the role of the speech-language pathologist in reading instruction and particularly addresses children's need for more experience with instruction in phonological awareness and decoding, an area that has presented the greatest challenge in access to reading instruction for individuals who use AAC. Several considerations are presented to increase access to instruction with directions for future research highlighted.

Multimodal Communication Program for Adults: Cognitive Considerations

2017 ◽  
Vol 2 (12) ◽  
pp. 4-12
Author(s):  
Sarah E. Wallace ◽  
Sarah Diehl
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cognitive Impairments ◽  
Communication Strategies ◽  
Multimodal Communication ◽  
Alternative Communication ◽  
Integrated Instruction ◽  
Complex Communication Needs ◽  
Communication Program ◽  
Communication Needs ◽  
Communication Modalities

People with complex communication needs often rely on a system of augmentative and alternative communication strategies. The Multimodal Communication Program (MCP) was developed for people with aphasia, but was also explored with people with traumatic brain injury. MCP aims to increase breakdown resolution via integrated instruction in multiple communication modalities. Although implementation and results vary across studies, factors such as cognitive impairments warrant further investigation and potential modifications. The purpose of this article was to review the effect of cognitive impairments during implementation of MCP relative to cognitive impairments. Recommendations and considerations for the clinicians are provided.

Early Literacy and AAC for Learners with Complex Communication Needs

2015 ◽  
pp. 79-113
Author(s):  
Janis Doneski-Nicol ◽  
Jody Marie Bartz
Keyword(s):  
Early Literacy ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Settings ◽  
Current State ◽  
Early Elementary School ◽  
Communication Needs

Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

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