Transcript Augmentative and Alternative Communication (AAC)

Augmentative and Alternative
Communication (AAC)
Augmentative and Alternative
Communication
• Definition of Augmentative and
Alternative Communication (AAC)
– AAC refers to the communication that is
supplemented when an individual is not
able to speak typically
AAC includes unaided communication
• No external device is needed
• Speech attempts
• Use of Gestures
– Facial
– Body movement and orientation
– Arm and hand gestures
– Eye gaze
– Pointing
AAC also includes aided communication
• External device or equipment is used
• Use of recorded speech on an electronic
device
• Use of synthesized speech on an
electronic device
• Typing with visual display and/or
speech generation
Individuals who use AAC will
communicate in many ways.
• Multisystem communication refers to
the many ways an individual
communicates
– Gesture
– Speech
– Eye gaze
– Voice output with single words made into
sentences
– Voice output with full sentences
– Typing single words
A person who uses AAC will learn to select
the most effective way to communicate
given these conditions:
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Message
Listener
Environment
Tools available
Experience with tools
Current state (e.g. energy level)
A device may be used to produce speech
that listeners can hear. Examples of AAC
devices include:
• DynaVox devices
• PRC devices
• Words+ devices
• AbleNet devices
• AdamLab devices
• Adaptivation devices
• Blink-Twice devices
• Many, many more
Students who use AAC often benefit from
devices that produce speech
• Vocabulary is easy to store and access
allowing students to speak their own
word combinations
• Speech gets the attention of listeners
• Social communication is readily
accessible
• It is easy to store and access full stories
(a very important part of social
communication)
Students can begin to use AAC at any time
• A student can begin to use AAC as soon
as he/she appears to be at high risk for
not developing typical, understandable
speech
• Early introduction of AAC often includes
use of visual or tactile symbols paired
with adult speech to help the child learn
the representations
There are no prerequisites for AAC
• Children do not have to “wait until they
are ready” to have communication
supported through AAC
• There are no skills that a child must
have before being introduced to AAC
Many children use AAC
• There are many conditions and
disabilities that can make typical speech
and language difficult.
– Cerebral palsy
– Severe apraxia
– Severe dysarthria
– Language disorders
– Unmanaged nasality
AAC does not take the place of speech and
children who use AAC do not stop talking
• Many students who use AAC continue to
work on oral speech skills
• AAC can serve as a “bridge” to oral
communication for some students
• Each student will have an individual
response to AAC and the effects on oral
speech production will be monitored
Who makes AAC decisions?
• The IEP team makes AAC
decisions in the school.
• The team should include the
student, family, SLP, teachers
and administrators.
• Other important team members
can include the PT, OT, school
nurse and others knowledgeable
about a child’s communication.
How are AAC decisions made?
• Data from appropriate device trials is
collected along with observations and reports
from people familiar with the child’s
communication.
• Information about a student’s needs are
considered related to language
representation, access and other important
information related to device selection.
• Decisions regarding device selection are datadriven. However, student and family
preferences are considered.
The IEP
• If a device is not included in the IEP,
then it is not the responsibility of the
school district to provide it.
• If a device is included in the IEP, the
district must provide it.
It is very important for the IEP team to consider
and then to make appropriate decisions
regarding the need for AAC and to document
those decisions in the IEP.
Even if the device is provided by an outside
agency, parent or other funding source, it is
the responsibility to include AAC in the IEP if
it is necessary for a student to receive a free
and appropriate public education.
Who pays for AAC?
• If the device is included in the IEP, the school
district must provide it.
• The school district is responsible to provide
the device – including costs associated with
maintenance and repair.
• There should be not cost to parents. The
parent may use medical insurance to pay for
the device but they are under no obligation to
do so.
Staff needs to know:
• Strategies for AAC
development
• Information specific to the
device (maintenance,
functioning, repair,etc.)
• Language stimulation
techniques
• How to systematically
teach language and
communication in
meaningful contexts
• How to integrate AAC and Literacy
development
• How to collect data on communication skills
• How to provide interventions based on data
collection
• How to develop and use backup systems
How will other students benefit from AAC?
• AAC is very student-specific and most
students will not use the AAC device
• Some students may benefit from
communication supports that are often used
by teachers interacting with children who use
AAC (e.g. picture displays)
• Students will gain familiarity with AAC and
see that students using AAC are competent
students.
• Opportunities for genuine friendships are
possible when a student’s communication is
supported through AAC.
Where can I get more information?
• Web search terms:
 Augmentative and Alternative
Communication
 Communication Devices
 Voice output communication devices
 Speech-generating devices.
Websites for more information:
• American Speech-Language-Hearing
Association www.asha.org
• International Society for AAC www.isaac.org
• United States Society for AAC
www.ussaac.org
• AAC Institute www.aacinstitute.org
• Augmentative and Alternative Communication
Connecting Young Kids
http://aac.unl.edu/yaack/
• AAC Intervention
http://www.aacintervention.com/
Who can I contact for help in my school?