Transcript Augmentative and Alternative Communication

Augmentative and
Alternative Communication
Supporting Existing Speaking
Skills
“The ability to communicate is the most powerful tool
humans possess , it opens many doors; the inability to do
so, can close just as many”
(Tanchak & Sawyer, 1995, p 57).
Communications Group
Web Activity #3/3
Nancy Swan-Cendejas
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Designing and implementing AAC systems
for children is truly a team process.
 Three common beliefs that must be held in
order to participate in matching a person
with a communication aid are:
Everyone can communicate
Everyone can learn
Everyone can participate
Rule 1: Be committed to the most effective communication system for the
individual being served.
The AAC assessment may be the single most important event in the life of a person who
relies on AAC. Where that person goes in life will be influenced by communication
effectiveness.
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Rule 2: Be committed to following your professional code of ethics.
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All members of the team must not only agree, but also be motivated to provide the
system and services that result in the highest level of personal achievement. In addition,
the team must be working toward helping the child develop communicative competence
which results in a spontaneous, interactive exchange of information, feelings, and
thoughts. Parents should be asking team members how their educational plan and
recommendations are going to help their child communicate effectively.
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Rule 3: Be committed to involving the consumer and family in the service delivery
process.
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Parents may need to remind team members that the reason for all these procedures is
because of their child. A Consumer-Centered Service Delivery model places the team
members and processes in proper perspective. The consumer and family are the focal
point and parents may even decide to request outside supports. Outcomes are influenced
by the environment. Defining the roles and responsibilities of the individual team
members in this model can have a positive influence on Rule 4.
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Rule 4: Be committed to achieving the maximum outcomes for the individual.
Stakeholders are those with an interest in the outcomes of the process. Parents need to
realize that because of different roles and responsibilities, some stakeholders are vested
in achieving different outcomes. Clinicians and therapists tend to be more concerned
with outcomes related to clinical results. Whereas, administrators will be more
concerned with best use of staff time and cost effectiveness for service delivery.
Consumers and family members have concerns connected to quality of life and
satisfaction issues. Acknowledging differing interests can help teams reach a better
understanding of contrasting positions and swifter resolutions to any disagreements.
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Rule 5: Be committed to advocating for language.
If the team agrees on the central goal of AAC as being the highest possible personal
achievement, then language becomes the focus of assessment and intervention.
Unfortunately, many AAC strategies and programs focus on modifying behaviors, such
as providing for classroom vocabulary, rather than real communication. The technology
is used to promote responses to environmental cues and the child is limited to activating
scripted messages. The mastery of basic core vocabulary words should precede the
introduction of vocabulary specific to daily activities and academic subjects.
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Rule 6: Understand the merits of ALL language representation methods.
The three commonly used language representation methods are single meaning pictures,
spelling, and semantic compaction. The outcomes an individual who relies on AAC is
able to achieve depend heavily on the language representation method(s) being used.
Ease of use at first encounter may not be most effective in the long run.
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Rule 7: Support the language representation method(s) for core and extended
vocabulary access that best serve the interest of the individual.
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Vocabulary selection and organization has been one of the most widely researched
topics in AAC. Access to a vocabulary based on the notion of core and extended
categories is more important than vocabulary frequency lists to support vocabulary
selection. The vast majority (approximately 85%) of what we say in daily situations
consists of a few hundred core words. Most of these core words are determiners, verbs,
adjectives, prepositions, indefinite pronouns, etc., situation-specific nouns would be
considered extended, or fringe vocabulary.
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Rule 8: Advocate for the AAC system that supports the chosen language
representation method(s).
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Most individuals reaching the goal of AAC are using multiple language representation
methods with the AAC system. Observation of their achievement indicates the use of
semantic compaction for core vocabulary access and spelling for extended vocabulary
words. Single meaning pictures appear to have limited use for when the individual only
requires access to a small core vocabulary set or for access to extended vocabulary when
the individual cannot spell.
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Rule 9: Be committed to using AAC performance measurement to support clinical
intervention.
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The most useful and beneficial evidence on which to base decisions regarding
educational and clinical AAC services is analyzed performance data (language samples
taken from clinical and natural settings). This is done using automated language
activity monitoring. This type of monitoring provides team members with detailed
information from spontaneous language samples to measure changes in communicative
performance. An objective, quantitative record of how the individual is using
technology in different settings can provide the basis for clinical intervention.
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Rule 10: If unable to adhere to any of these guidelines, be truthful about it to the
individual, family, and advocates.
Provides an opportunity for any team member to express discomfort with what is being
expected of him or her. It also provides for disclosure of being "between a rock and a
hard place" relative to making recommendations that may be contrary to administrative
directives, such as "Don't write that into the IEP, or the school will have to buy it."
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Augmentative
Communication; refers to any
approach designed to enhance
an individual's already existing
speaking skills. The
intervention is not designed to
replace existing communication
abilities, but rather to support
them.
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Alternative Communication;
refers to those communication
approaches that are an
individual's primary means of
communication.
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"No tech" is the use of natural
communication/interaction, such as eye
gaze.
"Low tech" is the use of simple
external materials to facilitate the
communication process. Examples of
this include communication boards and
voice output communication aides
"High tech" is the use of computerbased devices that have a variety of
capabilities. Many "high tech" devices
use synthesized speech to generate
speech production. Some examples of
"high tech" devices include: the
DynaMyte, AlphaTalker, and the
McCaw.
Low Tech Boardmaker
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LightWRITER
There are a myriad of AAC
products commercially
available. It is critical to
"question and try out
everything" prior to selecting a
device. The assessment process
is just as important, if not more
important, than the product
itself. Matching a person with
the proper device (high or low
tech) is critical for the person's
success.
Continued
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Explore some vendor sites to learn more about many of the devices
commercially available. Please visit the AAC vendor links at the
following website: http://aac.unl.edu This will take you to the
homepage, and then look under "vendor links" (not "products.") These
sites provide pictures of devices, text descriptions, and current prices.
Many also include the weight, color available, and other detailed
specifications. This is a good opportunity to find out more about
specific aac (as well as other types of assistive technology) devices. I
recommend that you visit the AbleNet and the Don Johnston sites
first.
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For communication aids to be successful, they
need to be used across environments and to
generalize to many different communication
partners. Children need to be able to use a
communication aid in their classroom.
However, this experience is not always
successful.
 Despite the many types of aac devices
available, there are reasons a chosen device
will fail with a specific individual. These
reasons typically fall into three categories:
implementation strategies, vocabulary
selection, and the mechanics of the device.
Reasons for Failure
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The device is too complicated
It breaks easily
It is not the child's/consumer's
choice
Educational staff turn over
Educational staff follow
through
The manufacturer fails/does not
provide support
Insufficient training to family,
school, etc.
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Lack of peer "buy
in"/understanding
Poor
convenience/portability/weight
Student/situation changes
Speed of communication is too
slow/too fast
Vocabulary chosen does not
match child's
personality/needs/wants/environ
ment
Classroom Related Problems
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Fear/Assumptions
Lack of time
Ignorance
Lack of follow through
Safety of equipment
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Programming needs
 Equipment glitches
 "Ownership of the
child/equipment"
 Lack of equipment
These issues, however, also can be
successfully addressed. Helping the
educational staff to be well trained and
comfortable with an aac device, takes time,
training and support.
Gus the Pocket Communicator
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The child, not the type of
technology (nor the funding),
must always be the focus of the
assessment. The technology
must meet the child's wants and
needs; the child must never "fit"
any existing/convenient
technology. The information
gained from the assessment will
dictate the type of technology
the team should explore. Prior
to trying different types of
technology . Consider the
following questions:
1.
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6.
What reasons does the learner have to communicate?
How does the learner currently meet communication
obligations and opportunities?
Which communicative intents and vocabulary should be
taught to enable the learner to meet communicative
obligations and opportunities?
Which communication modes or modes (vocabulary, gestural,
graphic) best match the learner's communication needs and
abilities?
What decisions must be made for getting started in the
graphic mode?
What decisions must be made for getting started in the
gestural mode?