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Communication Autism Spectrum Disorder. Augmentative Communication Week 6. Language Comprehension. Language Comprehension: Barriers Related to Delays & Disabilities. Barriers: Vision, Hearing, Motor, Cognition, Auditory Processing…. - PowerPoint PPT Presentation
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• 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