Learn the key processes to finding effective solutions in augmentative alternative communication (AAC) and apply them to the vast and ever-changing choices available to your clients.
- Learn essential components of AAC assessment, intervention, and collaboration
- Apply proven intervention principles to
- Create successful communication by matching options to client needs
Understand the important issues facing your clients who need AAC and become an effective member of the multidisciplinary team with this Source that tells you:
- how to help beginning communicators and communicators who already have a system
- key components of the assessment process and your role on the team
- essential components of an assessment report and how to target audiences including outside agencies, family, and school staff
- how to handle funding, transport, and behavioral issues
- specific strategies for individuals with severe developmental delays and motor difficulties, autism, mild motor involvement, and adults with acquired speech disabilities
Copy the activity pages or print them from the FREE CD. Extra helps in the book include:
- tools to assess purposeful responses and fine-motor abilities
- communication checklist
- descriptions of non-speaking and high- and low-tech voice output systems
- assistive technology checklist
- assessment report template for the Department of Public Aid
- sample reports, physician letter, and request for a trial device letter
Copyright © 2002
- A team approach in AAC intervention is strongly recommended. A team of professionals can appropriately evaluate the cognitive, linguistic, sensory, and motor abilities of the person, as well as provide interventions to increase the person's operational, linguistic, social, and strategic competence in AAC (Beukelman & Mirenda, 1998).
- AAC interventions should always be multimodal; they should utilize "the individual's full communication abilities, including any residual speech or vocalizations, gestures, signs, and aided communication (e.g., picture symbols)" (ASHA, 1991, p. 10; In Beukelman & Mirenda,1998, p. 3).
- AAC interventions should provide multimodal communication that can be used effectively in different situations (Salminen, Petrie, & Ryan, 2004).
- The characteristics, experiences, preferences, priorities, opinions, suggestions, and expertise of people who use AAC must be employed in the evaluation, design, development, and delivery of AAC systems and services (Blackstone, Williams, & Wilkins, 2007).
The Source for Augmentative Alternative Communication incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (1991). Report: Augmentative and alternative communication. ASHA, 33 (Suppl. 5), 9-12.
Beukelman, D.R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in adults and children. Baltimore, MD: Paul H. Brookes.
Blackstone, S.W., Williams, M.B., & Wilkins, D.P. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication, 23(3), 191-203.
Salminen, A.L., Petrie, H., & Ryan, S. (2004). Impact of computer augmented communication on the daily lives of speech-impaired children. Part 1: Daily communication and activities. Technology and Disability, 16, 157-167.