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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
- 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
- Severe intellectual disability
- Acquired
causes
- Amyotrophic Lateral Sclerosis (ALS)
- Multiple Sclerosis
- Traumatic Brain Injury
- CVA
- Amyotrophic Lateral Sclerosis (ALS)
- Congenital causes
- Purposes of Communicative Intent
- Communicate wants/needs
- Information transfer
- Social closeness
- Social etiquette
- To communicate with oneself or have internal dialogue
- Communicate wants/needs
- 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
- Portray a positive self-image to their
communicative partners
- 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
- Vocabulary - mastery vs.
exposure/competence
- 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
- Help learn code or symbol system
- 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
- Keep vocabulary and
technology updated
- Technical skills needed
to operate AAC device
- Social competence
- Skills of social interaction
- Initiating
- Maintaining
- Developing
- Terminating
- Initiating
- 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
- Interacting with those
unfamiliar with AAC
- 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
- gestures
- augmentative: adding
to communication
- alternative: different
means of communication
- 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."
- Terminology
- Nonverbal: implied
no symbolic language
- Non-vocal & non-speech: not
accurate because some
people can vocalize and speak
- Nonverbal: implied
no symbolic language
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