Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

School-Based Speech-Language Pathologists: Confidence in Augmentative and Alternative Communication Assessment

2021 ◽  
pp. 1-17
Author(s):  
Eric J. Sanders ◽  
Thomas A. Page ◽  
Deborah Lesher
Keyword(s):  
Augmentative And Alternative Communication ◽  
Feature Matching ◽  
Linguistic Diversity ◽  
Assessment Process ◽  
High Tech ◽  
Years Of Experience ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Communication Assessment ◽  
School Based

Purpose The purpose of this study was to examine confidence levels and identify predictors of increased confidence of school-based speech-language pathologists (SLPs) relative to different aspects of the augmentative and alternative communication (AAC) assessment process. Method Surveys were completed by 272 school-based SLPs. Questions were designed to capture demographic information and confidence in areas of assessment such as student capabilities, participation, and feature matching. Results There were variable levels of confidence across aspects of assessment. Respondents were less confident in tasks related to assessing students with severe physical impairments and incorporating aspects related to cultural and linguistic diversity in their assessment. SLPs were more confident assessing student participation and unaided communication. Additionally, respondents had less confidence in matching the features of high-tech speech-generating devices to their students. Self-identification as an AAC specialist, years of experience, percentage of caseload of students with complex communication needs, and length of longest continuing education experiences all contributed to predicting confidence in most areas of assessment. However, years of experience did not contribute to predicting confidence in feature matching. Conclusions Results from this study acknowledge that SLPs are likely to have varied degrees of confidence in aspects of assessment related to preparation, clinical experience, and self-identification of specialty. Findings from this study support increasing training opportunities in AAC assessment. As specialization was the strongest predictor of confidence, further research should investigate the characteristics and preparation of self-identified AAC specialists. This is an important first step in pinpointing ways to increase confidence in school-based SLPs.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

Augmentative and Alternative Communication Systems for the Motor Disabled

2016 ◽  
pp. 680-727
Author(s):  
Alexandros Pino
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Production Systems ◽  
Source Model ◽  
High Tech ◽  
Alternative Communication ◽  
Motor Disabilities ◽  
Symbolic Communication ◽  
Motor Problems ◽  
Software Lifecycle

This chapter discusses Augmentative and Alternative Communication (AAC) for individuals with motor disabilities. Motor disabilities do not only affect movement, but very often also affect speech. In these cases where voice is very weak, speech is unintelligible, or motor problems in the human speech production systems do not allow a person to speak, AAC is introduced. Aided and unaided communication is explained, and low and high tech AAC examples are illustrated. The ITHACA framework for building AAC applications is used as a paradigm in order to highlight the AAC software lifecycle. The same framework is also used to highlight AAC software design issues concerning component-based development (the open source model and the Design for All principles). Key features of an AAC application like virtual keyboards, scanning techniques, symbol dashboards, symbolic communication systems, message editors, symbol translation, word prediction, text to speech, and remote communication are presented. Finally, practical hints for choosing an AAC system are given and a case study of informally evaluating is cited.

The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC

2017 ◽  
Vol 2 (12) ◽  
pp. 13-22 ◽  
Author(s):  
Patti L. Solomon-Rice ◽  
Gloria Soto ◽  
Wesley Heidenreich
Keyword(s):  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Background Information ◽  
High Tech ◽  
Alternative Communication ◽  
Complex Sentences ◽  
Communication Partner ◽  
Communication Needs ◽  
The Impact ◽  
Pragmatic Presupposition

Children with complex communication needs often rely on augmentative and alternative communication (AAC) to communicate. Use of AAC can result in messages with limited syntax and morphology that are difficult for communication partners to understand. This case study examines the linguistic productions of a child who uses high-tech AAC, with emerging literacy skills, under two pragmatic presupposition conditions. In Condition 1, the child believes the communication partner has a larger amount of background information about the topic being discussed. In Condition 2, the child presupposes the communication partner has less background information about the topic being discussed. Condition 2 resulted in the child's production of more complex morphology and syntax in comparison to Condition 1. The results suggest pragmatic presupposition might have impacted the level of morphologic and syntactic complexity produced. Possible clinical implications and suggestions for facilitating production of linguistically complex sentences are discussed.

scholarly journals Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists

2017 ◽  
Vol 48 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Shelley K. Lund ◽  
Wendy Quach ◽  
Kristy Weissling ◽  
Miechelle McKelvey ◽  
Aimee Dietz
Keyword(s):  
Parent Education ◽  
Augmentative And Alternative Communication ◽  
Assessment Method ◽  
Autism Spectrum ◽  
Assessment Process ◽  
Major Theme ◽  
Alternative Communication ◽  
Assessment Protocol ◽  
Initial Hypothesis ◽  
Communication Needs

Purpose The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do clinicians with expertise approach the AAC assessment process for children with developmental disabilities? (b) Can any initial hypothesis be drawn about how SLPs approach the assessment of children with motor versus social interactive deficits? Method This study used a phenomenological qualitative design. The researchers conducted 2 in-depth, semistructured interviews with 8 SLPs who specialized in AAC and self-identified as primarily working with children. Results Four major themes emerged from the data: area of assessment, method of assessment, evaluation preparation, and parent education. Each major theme contained multiple subthemes and categories within those subthemes. Conclusions Participants discussed similar areas of assessment for both cases, indicating that some aspects of AAC assessment are universal. However, the specific aspects of what they were assessing and how they went about assessing them differed between the 2 cases. The results of the current study provide an outline of an assessment protocol for children with complex communication needs.

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

2019 ◽  
Vol 43 (6) ◽  
pp. 841-878 ◽  
Author(s):  
Joe Reichle ◽  
Jessica Simacek ◽  
Sanikan Wattanawongwan ◽  
Jennifer Ganz
Keyword(s):  
Best Practices ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Limited Evidence ◽  
Communication Mode ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Selection Of

Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.

Navigating Through Transition With Individuals With Speech Disabilities

2010 ◽  
Vol 19 (2) ◽  
pp. 44-50 ◽  
Author(s):  
Pamela Kennedy
Keyword(s):  
Intimate Relationships ◽  
Personal Experience ◽  
Augmentative And Alternative Communication ◽  
Adult Life ◽  
Research Projects ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Speech Disabilities ◽  
Communication Needs ◽  
The Individual

Abstract Transition to adult life poses many challenges for individuals with complex communication needs. Drawing upon both personal experience as well as the outcomes of recent research projects, the author describes important goals and key supports that should be considered in planning positive transition experiences for individuals who use augmentative and alternative communication. Successful outcomes—including the possibility of developing friendships and intimate relationships—can be achieved with a dedicated transition team that involves and values the input of the individual with complex communication needs.

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