Transcript AAC for Very young Children

AAC FOR VERY YOUNG
CHILDREN
Lauren Everley and Emily Markov
Introduction
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Definitions
Special Characteristics
Varying Etiologies
Introduction
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Definition Very

young refers to children 0-5 years of age
Special Characteristics of Population Literacy
 Little
reading and/ or writing ability
 Speech
 Pre-lingual
 Vocabulary
 Often
limited
Introduction

Varying Etiologies
 Autism
 TBI
 Genetic
Conditions (ie Down Syndrome)
 Cerebral Palsy
 Sensory Deficits (ie Visual, Hearing)
Characteristics Affecting Device Usage
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Communicative Abilities
Motor Abilities
Cognitive Abilities
Sensory Functioning
Behavioral Issues
Characteristics Affecting Device Usage
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Communicative Abilities
 How
does the child currently communicate?
 Does the child engage in intentional communication?
 How well does the child understand the communication
of others? (receptive communication)
Characteristics Affecting Device Usage

Motor Abilities
 What
are the child’s current speech and oral motor
abilities?
 What movements does the child have sufficient control
over that can be used for AAC activation and control?
 How does the child move from place to place?
Characteristics Affecting Device Usage
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Cognitive abilities
 What
cognitive abilities does the child have?
 Does
the child engage in intentional communicative
behavior?
 Does the child appear to understand the concepts of
causality, means-end and symbols?
 Does the child do better utilizing recognition versus recall
memory?
Characteristics Affecting Device Usage

Sensory Functioning
 Does
the child have and vision difficulties?
 Does the child have any hearing difficulties?
 Is the child overly sensitive to stimuli?
Characteristics Affecting Device Usage

Behavioral Issues
 Does
the child engage in inappropriate or challenging
behaviors?
 Unwanted
movements
 Attention span
Speech Generating Devices
SGD
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Voice Output System
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No tech, low tech, mid tech, high tech
SGD
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Voice output systemElectronic systems used to replace speech for individuals
with speech impairments
 Allows individuals to actively participate in communication
interaction
 Produce electronic voice output through speech synthesis or
natural speech
 Often takes time to prepare responses

SGD
High Tech


requires a
power
source
requires
extensive
training to
program
and
maintain
the device.
Mid Tech
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requires a
power
source
requires
training to
program
and
maintain
Low Tech
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requires a
source of
power
very easy
to
program
No Tech
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does not
require a
power
source
Communication Devices Available for Children
Types of Communication Devices
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Picture based systems
Three dimensional objects
Wearable communication systems
Gestures/ Sign
PICTURE BASED
Picture Based System
The use of pictures to facilitate
communication
 Child chooses a picture to make a
request
 System can range from no-tech to
high-tech

Picture Based System- PECS
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Picture Exchange
Communication (PECS)

The individual gives a
picture of desired item
to communicative partner
who then honors the
request

6 phases ( discrimination,
sentences, answering
questions, etc.)
Picture Based System- PECS
PROS
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Affordable
Effective for multiple
etiologies
Allows for social
communication
Can be used even
after “young child”
years
CONS
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Requires a lot of
attention to learn
Communication limited
to pictures available
Picture Based System
3
M
Dynavox M3
 first
speech-generating
device to feature
touchscreen technology
 Prerecorded
 Ideal
messages
for young children
because no literacy skills
are needed
Picture Based SystemPROS
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Messages sorted by
situational context
Provides verbal
feedback via digitized
feedback
Visual AND auditory
feedback
Multiple access methods
3
M
CONS
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Mid-tech, so requires
some training to use
and program
Must be charged to
work
Costly
No room for error
correction
Picture Based System
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A wide array of clients would benefit from the use
of Picture Based Systems
Low tech systems- ideal for any level of cognitive
function, easier to use with high motor ability.
High tech systems- can be more suited for children
with low motor abilities because of the multitude of
access methods
Both require a higher attention span
THREE DIMENSIONAL
Three Dimensional Object
A tangible, often large, object
children can use to communicate
 Has dimensions unlike a flat screen or
flat pictures
 Often a switch
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Three Dimensional Object
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BIG Mack
A
single message can
be recorded (up to two
minutes in length)
 Once the client presses
the button, the
message will play
back
Three Dimensional Object- BIG mack
PROS
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Ideal for
communication for
individuals that need a
larger target area
Low tech, so easy to
program and use
Can hook up to other
devices
CONS
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Only has one recorded
phrase at a time
Costly
Not very durable
Three Dimensional Object
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A smaller clientele would benefit from using a
BIGmack than Picture Based Devices
Provides a larger target for those with low motor
ability or visual impairments
Allows those with low motor ability to play with
toys or make requests
For those with low cognitive function, can be
taught to use the BIGmack to make requests
WEARABLE
Wearable Communication System
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Portability
Has a mechanism to attach it to the child to take
with them anywhere they go
Offers consistent voice output for users
Wearable Communication System
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Lingo
A
low-tech
communication tool that
helps students
remember important
details, follow step-bystep instructions and
focus their attention in
the classroom and the
home
Wearable Communication System
PROS
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Allows kids to
communicate quickly in
the classroom and at
home
On the go
Durable
Low tech – easy to
manage and maintain
CONS
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Limited responses
Pricey
Wearable Communication System
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Clients that would benefit
 Children
in the classroom
 People on the go who need to communicate quickly
 Ideal for those with behavioral issues because it does
not require a large attention span.
GESTURE/SIGN
Gestures/ Sign
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Gestures are communications like facial expressions,
hand signals, eye gazing, and body postures.
 Examples:
smiles, handshakes, waving, and raising
certain fingers to say something.
Gestures/ Sign
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American Sign
Language (ASL)
 A language that uses
a system of manual,
facial, and other
body movements as
the means of
communication
Gestures/ Sign
PROS
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Easy to learn
Promotes language
skills
Many gestures are
easily understood
Inexpensive
Quick and effective*
CONS
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Not everyone
understands ASL
Clients must be mobile
Limited vocabulary
Gestures/ Sign
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Clients that would benefit
 Deaf
and hard of hearing
 Anyone who does not have speech capabilities
 Anyone can use gestures and signs to enhance oral
communication
“Don’t let your dreams be dreams”
Conclusions
Sources
http://www.asha.org
http://aac.unl.edu/yaack/
https://www.msu.edu/course/asc/823e/casby/langdevcharts.html
http://www.pecsusa.com/
http://www.dynavoxtech.com
http://www.ablenetinc.com
http://www.ninds.nih.gov
http://www.mayer-johnson.com/lingo