Mindmap
Augmentative & Alternative Communication
Inhalt der Mindmap
Augmentative & Alternative Communication
History
- Classical Rome - manual language for deaf
- Native Americans - manual languages to interact with other tribes
- Symbolic language without verbal communication (1960s and 70s)
- Morse code and communication boards
- Early device: alphabet spelling board
- Move to Mainstream: emergence of graphic picture symbols - Blissymbols (end of 70s)
- Now: multi-modal approach
- Move to Mainstream: emergence of graphic picture symbols - Blissymbols (end of 70s)
- Early device: alphabet spelling board
- Morse code and communication boards
- Symbolic language without verbal communication (1960s and 70s)
- Native Americans - manual languages to interact with other tribes
- Classical Rome - manual language for deaf
Clientele in need of AAC
- Congenital causes
- Severe intellectual disability
- Cerebral Palsy
- Autism Spectrum Disorder
- Developmental apraxia of speech
- Dysarthria
- Acquired causes
- Amyotrophic Lateral Sclerosis (ALS)
- Multiple Sclerosis
- Traumatic Brain Injury
- CVA
- Congenital causes
Purposes of Communicative Intent
- Communicate wants/needs
- Information transfer
- Social closeness
- Social etiquette
- To communicate with oneself or have internal dialogue
Sociorelational skills for AAC users
- Portray a positive self-image to their communicative partners
- Show interest in others and draw others in to interactions
- Actively participate and take turns
- Are responsive during conversation (comments, questions, etc.)
- Put partners at ease with AAC
- Make it functional
Components of communicative competence for AAC user
- Linguistic competence
- Receptive & expressive language skills
- Vocabulary - mastery vs. exposure/competence
- Syntax, morphology, critical thinking
- Literacy - phonics, reading, spelling, writing
- Knowledge of linguistic code (i.e. drawings, words, signs, etc.)
- Facilitators: specialists, parents, friends, etc.
- Help learn code or symbol system
- Learn symbol system to assist with practice
- Provide lots and lots of models
- Receptive & expressive language skills
- Operational competence
- Technical skills needed to operate AAC device
- Facilitators take on much of this responsibility
- Operational needs
- Keep vocabulary and technology updated
- Construct overlays or displays
- Protect from damage, breakage, other issues
- Repairs as needed
- Modify system for future needs
- Ensure daily availability
- Social competence
- Skills of social interaction
- Initiating
- Maintaining
- Developing
- Terminating
- Important to give information to communication partners on adjustment of interactions to accommodate
- Skills of social interaction
- Strategic competence
- Compensatory strategies used by people who rely on AAC to deal with functional limitations associated with AAC
- Interacting with those unfamiliar with AAC
- Resolving communication breakdowns
- Compensating for slow rate of speech
- Preventing and correcting communication breakdown
- Compensatory strategies used by people who rely on AAC to deal with functional limitations associated with AAC
- Linguistic competence
Definition
- ASHA defines as follows: "AAC is , foremost, a set of procedures by which an individual's communication skills (i.e. production as well as comprehension) can be maximized for functional and effective communication."
- ranges from:
- gestures
- sign
- facial expressions
- alphabet & picture boards
- computerized systems with synthesized speech
- augmentative: adding to communication
- alternative: different means of communication
Terminology
- Nonverbal: implied no symbolic language
- Non-vocal & non-speech: not accurate because some people can vocalize and speak