Looking Back to Move Forward: 25 Years of Thinking About AAC and Language

2016 ◽  
Vol 1 (12) ◽  
pp. 144-152
Author(s):  
Carole Zangari
Keyword(s):  
Language Acquisition ◽  
Augmentative And Alternative Communication ◽  
Language Intervention ◽  
Clinical Services ◽  
Language Outcomes ◽  
Alternative Communication ◽  
Considerable Difficulty ◽  
Communication Challenges ◽  
Technological Improvements ◽  
Looking Back

While the augmentative and alternative communication (AAC) field has advanced in terms of theoretical underpinnings, research-supported strategies, technological improvements, and accessibility of appropriate clinical services, most people with AAC needs continue to experience considerable difficulty in the journey to become linguistically proficient. This paper explores some of the changes that have specifically impacted our understanding of language, language acquisition, and language intervention in individuals with significant communication challenges. Implications for AAC interventionists are reviewed, along with guidelines for moving toward better language outcomes.

Basic Principles of Language Intervention for Children Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 50-55
Author(s):  
Filip Loncke
Keyword(s):  
Language Acquisition ◽  
Language Processing ◽  
Augmentative And Alternative Communication ◽  
Language Intervention ◽  
Alternative Communication ◽  
Basic Principles ◽  
Lexical Development ◽  
Speech Generating Device ◽  
Beneficial Impact ◽  
Main Language

Abstract The study of language acquisition and processing and the practice of augmentative and alternative communication (AAC) intervention have a mutual beneficial impact. Each of the three major approaches in explaining language acquisition (rationalistic, empiricist, and functionalist) provides interesting perspectives in understanding the uniqueness of language acquisition through AAC. When looking at language processing, studies of AAC use can provide information on the multimodality and internal multimodal representational networks. The study of the main language components (phonology, morphology and syntax, lexicon) in AAC users raises interesting questions concerning (a) the effect of the use of a speech-generating device on an internal phonology, (b) the relation between morphological and syntactic rules and communicative effectiveness, and (c) the effect of the use of communication boards and devices on lexical development and lexical growth. AAC practice is a potential source of data that can lead to more effective intervention as well as to a better understanding of language processes in general.

Chomsky's Minimalist Program : A Brief Linguistic Primer

2008 ◽  
Vol 17 (2) ◽  
pp. 69-77
Author(s):  
Mary Sweig Wilson
Keyword(s):  
Language Acquisition ◽  
Augmentative And Alternative Communication ◽  
Native Language ◽  
First Language ◽  
Receptive Language ◽  
Minimalist Program ◽  
Alternative Communication ◽  
Language Faculty ◽  
Human Infants ◽  
The Brain

Abstract Children around the world, no matter what their native language, follow a similar course in language acquisition from the emergence of first words to the mastery of syntax. The uniformity and rapidity of first language acquisition is possible because human infants are born with a biologically endowed innate language faculty within the brain that drives the course of language development. Although this premise was doubted 50 years ago, today biologists and linguists alike accept it. Our human language faculty orchestrates and shapes the acquisition of language. Neurotypically developing children need only the surrounding language input to acquire language. In contrast, children with receptive language delays, including many of those who are or will become augmentative and alternative communication (AAC) users, need more than exposure to language if they are to develop adult competence in their native language.

AAC and Families: Dispelling Myths and Empowering Parents

2016 ◽  
Vol 1 (12) ◽  
pp. 10-20 ◽  
Author(s):  
Ashlyn L. Smith ◽  
Andrea Barton-Hulsey ◽  
Nonye Nwosu
Keyword(s):  
Augmentative And Alternative Communication ◽  
Mobile Technologies ◽  
Careful Examination ◽  
Helping Professionals ◽  
Language Outcomes ◽  
Alternative Communication ◽  
Daily Lives ◽  
Number Of Children ◽  
Successful Communication ◽  
Communication Needs

In recent years the availability of, and access to, augmentative and alternative communication (AAC) systems has led to its use with an increasing number of children who require AAC and a variety of mobile technologies for communication. Research has long suggested that family participation in AAC interventions is vital for successful communication and language outcomes. Despite this, many children who could benefit from AAC are not receiving these services due to hesitancy on the part of professionals and/or parents to implement AAC strategies. This paper will identify five myths that professionals have about involving families in AAC interventions. We will dispel these myths through a careful examination of research and practice, with the goal of helping professionals empower parents to incorporate AAC into the daily lives of their young children with complex communication needs.

Description and Evaluation of a Home-Based, Parent-Administered Program for Teaching Enhanced Natural Gestures to Individuals With Angelman Syndrome

2016 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Stephen N. Calculator
Keyword(s):  
Angelman Syndrome ◽  
Augmentative And Alternative Communication ◽  
Goal Attainment ◽  
Severe Disabilities ◽  
Instructional Program ◽  
Alternative Communication ◽  
Home Based ◽  
Quasi Experimental ◽  
Acceptability Rating ◽  
Communication Challenges

PurposeThis article describes and presents outcomes of a home-based, self-administered version of the Enhanced Natural Gestures (ENG) program for individuals with Angelman syndrome.MethodParents of 18 individuals (11 boys and 7 girls) with Angelman syndrome, in consultation with their speech-language pathologists, participated in a quasi-experimental “B” design in which they self-administered an instructional program to teach their children to use enhanced natural gestures at home and/or in the community. Parents integrated 2 teaching methods, Mand-Model with time delay and Molding–Shaping, into their everyday interactions with their children. Parents reported outcomes of the program through goal attainment scaling and completion of the ENG Acceptability Rating Form.ResultsChildren's overall achievements acquiring ENGs generally met or exceeded program (and parent) expectations. Most parents reported little difficulty self-administering the ENG program with their children and regarded the program positively across multiple dimensions.ConclusionsENGs may, in conjunction with other forms of augmentative and alternative communication, represent a viable method of communication for many individuals with Angelman syndrome. Further research is warranted to explore the feasibility of ENGs with other populations of individuals with severe disabilities and complex communication challenges.

Lessons Learned From AAC Camp

2013 ◽  
Vol 14 (4) ◽  
pp. 81-85
Author(s):  
Janet Dodd
Keyword(s):  
Augmentative And Alternative Communication ◽  
Lessons Learned ◽  
Language Intervention ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Knowledge And Skills ◽  
School Based ◽  
Communication Needs ◽  
New Millennium

Children who benefit from augmentative and alternative communication (AAC) need not only the support of individuals knowledgeable in the technologies themselves, but ones who understand the translation of language intervention principles to AAC. It is vital that school-based speech-language pathologists (SLPs) possess the knowledge and skills necessary for working with children who use AAC. The purpose of this article is to discuss what we have learned as we teach the new millennium of clinicians and how we can apply these lessons to the work we do with children with the most complex communication needs.

AAC & Dysarthria

2013 ◽  
Vol 23 (3) ◽  
pp. 120-127
Author(s):  
Elizabeth K. Hanson
Keyword(s):  
Decision Process ◽  
Augmentative And Alternative Communication ◽  
Speech Intelligibility ◽  
High Tech ◽  
Decision Making Process ◽  
Alternative Communication ◽  
Need To Evaluate ◽  
Communication Challenges ◽  
Dysarthric Speech ◽  
Attitude And Motivation

The purpose of this article is to provide speech-language pathologists with a systematic decision-making process to guide evaluation and implementation of augmentative and alternative communication (AAC) systems and strategies for persons with dysarthric speech. Three cases are described, which are combined profiles of different clients with similar etiologies and communication challenges. Clinicians are guided to consider whether the underlying condition is temporary or permanent and the prognosis for improved speech. Prognoses may be chronic and stable, improving, or there may be an expectation of deterioration of speech and overall health. Clinicians are guided to consider the communicator's attitude and motivation and to identify communication partners and their motivation to achieve better communication. The contributions of various speech intelligibility and effectiveness measures are considered, as well as the specific need to evaluate language, literacy, and symbolic understanding. The decision process leads to high-tech and low-tech AAC strategies for each case.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

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