Augmentative Communication Week 6

• Communication • Autism Spectrum Disorder

Augmentative CommunicationWeek 6

Language Comprehension

Foundation for language

development: Language

Comprehension

Predictable routines & environments that give clues to

support comprehension

Rich language input

Language Comprehension: Barriers Related to Delays & Disabilities

Foundation for language

development: Language

Comprehension

Predictable routines & environments that give clues to

support comprehension

Rich language input

Barrie

rs: V

ision

, Hea

ring,

Moto

r, Cog

nition

, Aud

itory

Proc

essin

g…Barriers: Vision, Hearing, M

otor, Cognition, Auditory Processing…

Language Expression

Understanding the Power of Communication

18-21 monthsSpurt in Expressive Vocabulary Begins to combine spoken words

12 – 15 monthsFirst spoken words

Birth – 12 monthsInformal Communication Rich Language Input

Language Expression: Barriers Related to Delays & Disabilities

Understanding the Power of Communication

18-21 monthsSpurt in Expressive Vocabulary Begins to combine spoken words

12 – 15 monthsFirst spoken words

Birth – 12 monthsInformal Communication Rich Language Input

Barriers to producing words due to a delay or disability.

Impacts of Barriers to Language Development

• Reduced foundation for comprehension and language development

• Reduced understanding of the power of communication

A Bridge Over Barriers is Needed

• Augmentative & Alternative Communication (AAC) is an important bridge for many children with delays and disabilities

• AAC bridge may only be temporarily needed• AAC bridge may be needed long term and expand into

additional roles related to communication

• Children can’t wait for a bridge over barriers to language learning!

Definition of AAC (ASHA, 2001)

AAC is a set of procedures / processes to maximize communication skills for functional and effective communication• It involves supplementing or

replacing natural speech and/or writing with aided and/or unaided symbols

AAC Systems

• integrated group of components, including the symbols, aids, strategies, and techniques used by individuals to enhance communication.

• Aided systems and strategies• Unaided systems and strategies

AAC systems

• 4 categories– Low tech– Simple digitized systems– Dedicated voice output systems• Can be text to speech or digitized• Multi-level or dynamic display

– Personal-computer or other off-the-shelf voice output devices with specialized communication software

Remember the Intent of Augmentative Communication

Communication Autonomy

It should enable an individual to say what they want to say,

when they want to say it

LANGUAGE IS LEARNED BY BEING IMMERSED IN A NATIVE LANGUAGE ENVIRONMENT, WHERE THE CHILD CAN FREELY INTERACT WITH AND TRY OUT HER DEVELOPING SKILLS.

Receptive Input First• Aided language does not naturally exist

in the environment.–Children cannot spontaneously learn

something that is not there.• Child can only demonstrate ability to use

what has been set up for use.• Others can only be influenced by child’s

use of what has been set up to use.

Two Paths of Aided Language Use

• Based on the comprehension of speech– Similar to second language learning

• Very limited or no comprehension of spoken language and acquire a communication system without reference to speech– Independent creation of a meaning system with

ACC language forms• Similar to first language learning

Questions to ask yourself:• Does every child have a meaningful role in

this activity?• Do I need to adapt the activity?• Do I need to alter the activity?

• Are the expectations understandable to each child?

• Do I need to make key information more salient?• Are my assumptions reasonable?

Specifics of each idea depend on:• age• skill level• motivation/preferences

But underlying thought process behind these ideas is what is key – any activity and situation can be adapted for any child to allow increased participation.

Emergent Expressive Language• Emerges from child’s intent• Child’s agenda• Early attempts are responded to as meaningful

and shaped over time within meaningful contexts

• Requiring too much “ correctness” early in the language learning process, can derail the developmental process by underminding the child’s confidence as a learner