The Best Laid Plans Can Work: Selecting the Best AAC System Sarah Scarborough, MA, CCC-SLP Speech and Hearing Center University of South Carolina Carol

The Best Laid Plans The Best Laid Plans Can Work: Selecting Can Work: Selecting the Best AAC Systemthe Best AAC System

Sarah Scarborough, MA, CCC-SLPSarah Scarborough, MA, CCC-SLPSpeech and Hearing CenterSpeech and Hearing CenterUniversity of South CarolinaUniversity of South Carolina

Carol O’Day, PhD, CCC-SLPCarol O’Day, PhD, CCC-SLPSouth Carolina Assistive Technology ProgramSouth Carolina Assistive Technology ProgramCenter for Disability ResourcesCenter for Disability ResourcesUniversity of South Carolina School of MedicineUniversity of South Carolina School of Medicine

Training ObjectivesTraining Objectives

identify basic components of an AAC identify basic components of an AAC evaluation.evaluation.

list four different types of symbol list four different types of symbol systems.systems.

describe characteristics of functional describe characteristics of functional communication messagescommunication messages

Participants will:Participants will:

Keep in mind...Keep in mind...

The equipment, software, ideas and The equipment, software, ideas and examples presented today represent examples presented today represent a starting place and are not specific a starting place and are not specific recommendations or endorsements. recommendations or endorsements. The suggested intervention The suggested intervention techniques should be implemented techniques should be implemented only after careful consideration and only after careful consideration and under ongoing consultation from a under ongoing consultation from a qualified Speech-Language qualified Speech-Language Pathologist.Pathologist.

Alternative/Augmentative Alternative/Augmentative Communication Communication

or “Visual Supports”or “Visual Supports”

a definition…a definition…

……a device or method that helps a device or method that helps persons with speech and/or persons with speech and/or hearing disabilities communicate.hearing disabilities communicate.

Use a Multimodality ApproachUse a Multimodality Approach

AAC can be used with individuals AAC can be used with individuals who are verbal, limited verbally, or who are verbal, limited verbally, or nonverbal.nonverbal.

Teach and encourage use of many Teach and encourage use of many forms of AAC.forms of AAC.

Continue to address verbal skills, if Continue to address verbal skills, if appropriate, as you teach AAC appropriate, as you teach AAC skills.skills.

Prerequisites for the Use of

AAC

NONE!Kangas & Lloyd, 1988

Beukelman & Mirenda, 1998

AAC AssessmentAAC Assessment

Before Evaluation: Review case Before Evaluation: Review case history/ referral.history/ referral.

If you are already working with the If you are already working with the child you can complete the case child you can complete the case history.history.

If this child is new to you, then you If this child is new to you, then you may want to re-think your usual may want to re-think your usual case history questions.case history questions.

AAC Case History Questions…AAC Case History Questions…Handedness for: ___ Writing ___Throwing ___ EatingHandedness for: ___ Writing ___Throwing ___ EatingMethod of Transportation: Method of Transportation: Walks: Walks: ___ independently___ with assistance ___ independently___ with assistance Wheelchair: ____ independently ___ with Wheelchair: ____ independently ___ with

assistanceassistanceOther positioning information: Other positioning information: ______________________________________________________________________________________Adaptive equipment used or required (e.g. head Adaptive equipment used or required (e.g. head rest, switch):_______________________________________rest, switch):_______________________________________Describe any hearing impairment: Describe any hearing impairment: ____________________________________________________________________________________ Hearing aid required? : ____ Yes ____ NoHearing aid required? : ____ Yes ____ No

Describe any visual impairment: Describe any visual impairment: ________________________________________________________________________________________ Corrective lenses required?: ____ Yes ____ NoCorrective lenses required?: ____ Yes ____ No

More Case History QuestionsMore Case History QuestionsList four activities that occupy the child for List four activities that occupy the child for most of each day.most of each day.Name the people the child communicates with Name the people the child communicates with each day (e.g., friends, siblings, teachers, each day (e.g., friends, siblings, teachers, medical personnel, etc).medical personnel, etc).What are the child’s ‘favorite’ treats, rewards, What are the child’s ‘favorite’ treats, rewards, activities? activities? What types of augmentative and alternative What types of augmentative and alternative communication systems have been tried by communication systems have been tried by the child in the past?the child in the past?What was good about the systems? What was good about the systems? What was bad about the systems?What was bad about the systems?Why isn’t a system being used now? Why isn’t a system being used now?

Questions to Ask Questions to Ask Communication PartnersCommunication Partners

TIMETIME ACTIVITYACTIVITY INTERACTIONINTERACTION

(Describe (Describe gestures, gestures, sounds, speech , sounds, speech , signs, or any signs, or any other signals other signals used) used)

Performing the Augmentative Performing the Augmentative Communication EvaluationCommunication Evaluation

Begin with a standard speech Begin with a standard speech language evaluation…language evaluation…

Assess language level.Assess language level. Assess pragmatics.Assess pragmatics. Assess speech, oral motor, voice, Assess speech, oral motor, voice,

fluency.fluency. Screen hearing.Screen hearing.

How to Assess LanguageHow to Assess Language

Whenever possible use standardized Whenever possible use standardized assessments…assessments…

- Boehm Test of Basic Concepts-3- Boehm Test of Basic Concepts-3• kindergarten-2kindergarten-2ndnd grade grade

- Peabody Picture Vocabulary Test-4- Peabody Picture Vocabulary Test-4• age 2.6 through 90 yearsage 2.6 through 90 years

http://www.brainshark.com/pearsonassessments/ppvt/

More Language AssessmentsMore Language Assessments

Nonspeech Test Nonspeech Test by Mary Blake by Mary Blake Huer Huer

FCP-R Functional Communication FCP-R Functional Communication Profile - Revised Profile - Revised

by Larry I. Kleimanby Larry I. Kleiman

Language Assessment continuedLanguage Assessment continued

Very often tests Very often tests or subtests that or subtests that require pointing require pointing response only response only can be adapted can be adapted for use with for use with children with children with deficits in the deficits in the areas of access.areas of access.

A B

C D

Speech AssessmentsSpeech Assessments

There are several tests of speech, There are several tests of speech, e.g., Goldman-Fristoe Test of e.g., Goldman-Fristoe Test of Articulation-2 or the Arizona Articulation-2 or the Arizona Articulation Proficiency Scale: Articulation Proficiency Scale: Revised.Revised.

Some children need specialty Some children need specialty speech assessments, e.g., speech assessments, e.g., Frenchay Dysarthria Assessment or Frenchay Dysarthria Assessment or Apraxia Profile.Apraxia Profile.

Once you complete the Speech Once you complete the Speech Language evaluation, Language evaluation,

determine the child’s best determine the child’s best method of symbolization…method of symbolization…

Continuum of AAC SymbolsContinuum of AAC Symbols

Continuum: - gestures (easiest)Continuum: - gestures (easiest)

- signs- signs

- objects- objects

- objects with pictures - objects with pictures and words and words

- photos, pictures and - photos, pictures and words words

- text (most difficult)- text (most difficult)

Language Activities Resource KitLanguage Activities Resource Kit

Language Activities Language Activities Resource Kit - Resource Kit - Second Edition Second Edition (LARK-2), Pro-Ed (LARK-2), Pro-Ed Richard A. Dressler.Richard A. Dressler.

Western Aphasia Western Aphasia Battery (WAB), Battery (WAB), Ali-Med Ali-Med Andrew Kertesz, Andrew Kertesz, M.D. M.D.

Using Pictures/Graphics to Using Pictures/Graphics to CommunicateCommunicate

Test of Aided Communication Symbol Test of Aided Communication Symbol Performance (TASP) by Mayer-JohnsonPerformance (TASP) by Mayer-Johnson- Assesses symbolic skills.- Assesses symbolic skills.

- Guides communication board - Guides communication board design.design.

- Includes subtests for- Includes subtests for symbol size and number, symbol size and number, grammatical encoding, grammatical encoding, categorization and categorization and syntactic performance.syntactic performance.


EvaluWare Software helps identify EvaluWare Software helps identify the best computer access methods the best computer access methods and ideal AAC setups for users with and ideal AAC setups for users with special needs. special needs. Motor/access skills.Motor/access skills.Looking skills.Looking skills.Listening skills.Listening skills.Other related skills.Other related skills.

Adaptivation Object CardsAdaptivation Object Cards

Homemade Homemade Symbol Assessment KitSymbol Assessment Kit


Picture Master Language SoftwarePicture Master Language Software

Picture Master Board DesignerPicture Master Board Designer- Does not - Does not

come with come with animated animated

files orfiles or speechspeech functions.functions.

AAC SymbolsAAC Symbols

How do you know when you have How do you know when you have chosen the correct AAC symbol set?chosen the correct AAC symbol set?

- the child is able to meet functional - the child is able to meet functional

communication goals.communication goals.- the child can communicate basic - the child can communicate basic

wants and needs.wants and needs.

Why Objects WorkWhy Objects Work

Concrete (low cognitive demand)Concrete (low cognitive demand)

Static or permanent (low memory demand)Static or permanent (low memory demand)

Iconic (close obvious relationship to referent)Iconic (close obvious relationship to referent)

Easy to manipulateEasy to manipulate

Allow tactile discriminationAllow tactile discrimination

Support expressive and receptive Support expressive and receptive communicationcommunication

Elizabeth Rush, MA, CCC-SLP, CPMElizabeth Rush, MA, CCC-SLP, CPM

Mary Joan McClure, MS, CCC-SLPMary Joan McClure, MS, CCC-SLP

Why Objects May Not WorkWhy Objects May Not Work

Object identification is not Object identification is not communication.communication.

Miniature objects are not understood Miniature objects are not understood well by some (individuals who are well by some (individuals who are visually impaired or autistic).visually impaired or autistic).

Non-motivating objects used.Non-motivating objects used.

Difficult to find objects to represent Difficult to find objects to represent verbs, adjectives, modifiers, etc.verbs, adjectives, modifiers, etc.

Using Objects to CommunicateUsing Objects to Communicate

May need to use the actual object at first.May need to use the actual object at first.Use a duplicate object (symbol) as soon as Use a duplicate object (symbol) as soon as possible.possible.Begin exchange system.Begin exchange system.Mount object on board or voice output Mount object on board or voice output device.device.Introduce second, but different object symbol Introduce second, but different object symbol (change color, size or texture of object).(change color, size or texture of object).

Elizabeth Rush, MA, CCC-SLP, CPMElizabeth Rush, MA, CCC-SLP, CPMMary Joan McClure, MS, CCC-SLPMary Joan McClure, MS, CCC-SLP


Pictures and graphics have varying Pictures and graphics have varying levels of iconicity.levels of iconicity.

Size, background color, and number Size, background color, and number do matter.do matter.

Once you determine child’s Once you determine child’s best method of symbolizationbest method of symbolizationDetermine how many symbols Determine how many symbols he/she can handle at one time.he/she can handle at one time.What type of layout does he/she What type of layout does he/she scan/ reach best?scan/ reach best?Does he/she prefer sound/voicing Does he/she prefer sound/voicing feedback?feedback?How best to access this system? How best to access this system? Switch, type, point, etc. Switch, type, point, etc.

Back to the AAC Assessment…Back to the AAC Assessment…

Summarize Your Findings:Summarize Your Findings:

- - Symbol PreferenceSymbol Preference

- Optimal target/text size- Optimal target/text size

- Optimal number of targets - Optimal number of targets

(words/pictures/objects)(words/pictures/objects)

- Recommended layout - Recommended layout

- Best method of access- Best method of access

Use the AAC assessment Use the AAC assessment summary plus your evaluation summary plus your evaluation of the child’s language/speech of the child’s language/speech

skills and prognosis to skills and prognosis to determine the best determine the best

augmentative/alternative augmentative/alternative communication system.communication system.

Considerations:Considerations:

Look at the child’s language age:Look at the child’s language age:

- How many words does a child of - How many words does a child of a similar age with age a similar age with age appropriate communication skills appropriate communication skills use?use?

18 months18 months

According to Nicolosi and Collins, According to Nicolosi and Collins, children with language ages of 18 children with language ages of 18 months have a vocabulary of 10-months have a vocabulary of 10-20 words and at 24 months their 20 words and at 24 months their vocabulary increases to 200 words.vocabulary increases to 200 words.

2-3 years2-3 years

According to Nicolosi and Collins, According to Nicolosi and Collins, from 2 years to 2 ½ years from 2 years to 2 ½ years expressive vocabulary ranges from expressive vocabulary ranges from 200-300 words and from 2 ½ to 3 200-300 words and from 2 ½ to 3 years receptive vocabulary years receptive vocabulary increases from 400 words to 800 increases from 400 words to 800 words with an expressive vocabulary words with an expressive vocabulary of 900 words at 3 years.of 900 words at 3 years.

3-4 years3-4 years

According to Nicolosi and Collins, According to Nicolosi and Collins, from 3 to 4 years receptive from 3 to 4 years receptive vocabulary is up to 1500 words vocabulary is up to 1500 words and expressive vocabulary ranges and expressive vocabulary ranges from 900 to 1500 words.from 900 to 1500 words.

Call for help!Call for help!

Once you have summarized the results:Once you have summarized the results:-- Discuss findings with your school Discuss findings with your school

district’s assistive technology team district’s assistive technology team or or -- Contact Carol O’Day (803-935-5301, Contact Carol O’Day (803-935-5301,

[email protected]) to discuss the [email protected]) to discuss the AAC AAC system that best meets the system that best meets the

cognitive/language/access needs of cognitive/language/access needs of your child or to borrow AAC your child or to borrow AAC devices.devices.

-- Or both!Or both!

Writing the reportWriting the report

You’ve done the work…You’ve done the work…

Now write it up! Now write it up!

Elements of an AAC Elements of an AAC Evaluation Report:Evaluation Report:

Demographic information. Demographic information. Current communication impairment.Current communication impairment.Daily communication needs. Daily communication needs. Functional communication goals. Functional communication goals. Rationale for device selection. Rationale for device selection. Treatment plan. Treatment plan. Functional benefit of upgrade (if needed).Functional benefit of upgrade (if needed).SLP assurance of financial independence SLP assurance of financial independence and signature. and signature. See this website for more details:See this website for more details:http://www.aac-rerc.com/pages/medicare/MCAppProtocol.htmhttp://www.aac-rerc.com/pages/medicare/MCAppProtocol.htm

Basic Considerations of Basic Considerations of AAC DevicesAAC Devices

SizeSize

WeightWeight

Display sizeDisplay size

Battery lifeBattery life

Access methodAccess method

Does the device Does the device

meet current and future needs and meet current and future needs and expectations?expectations?

Other Considerations…Other Considerations…

Compare what you want for the Compare what you want for the child with other devices/systems child with other devices/systems you decided against.you decided against.

What was best about your choice?What was best about your choice?

Making a treatment planMaking a treatment plan

Consider message selection.Consider message selection.

Communication environments & Communication environments & partners.partners.

Message SelectionMessage Selection Requesting wants and needs Requesting wants and needs

Making choices Making choices

Confirming or denyingConfirming or denying

Rejecting and protestingRejecting and protesting

Gaining attentionGaining attention

Providing greetings, farewells, social Providing greetings, farewells, social

nicetiesniceties

Expressing feelingsExpressing feelings

Making commentsMaking comments

Asking for information or helpAsking for information or help

Telling jokesTelling jokes

Connecting with peersConnecting with peers

Asking questionsAsking questions

Promote

PromoteSelf-Self-

Determination!

Determination!

Message SelectionMessage Selection

Message Selection:Message Selection:

- - If neurological and physical potential If neurological and physical potential for speech exists, a preference will be for speech exists, a preference will be shown towards speech.shown towards speech.

- Speech is easy and highly accepted- Speech is easy and highly accepted ..(Burkhart, 1993, (Burkhart, 1993,

p. 38)p. 38)

- Children will tend to use the least - Children will tend to use the least restrictive restrictive mode of communication.mode of communication.


Message Selection:Message Selection:

- Avoid starting with messages that are - Avoid starting with messages that are abstract in nature (ie. “yes” and no”). abstract in nature (ie. “yes” and no”).

-- Avoid programming messages that can Avoid programming messages that can be be gestured or spoken (ie. “yes” and gestured or spoken (ie. “yes” and “no”).“no”).

- Avoid messages regarding functions - Avoid messages regarding functions that the that the child has not mastered (ie. child has not mastered (ie. “bathroom”).“bathroom”).


Core Vocabulary:Core Vocabulary: - A few hundred words that make up - A few hundred words that make up

approximately 80% of what a person says.approximately 80% of what a person says.

-- Dolch words (see “Unique Websites”).Dolch words (see “Unique Websites”).

- “Total communication” is the combination - “Total communication” is the combination of of general core vocabulary and extended general core vocabulary and extended

vocabulary.vocabulary.

- Combine general core vocabulary and - Combine general core vocabulary and personal core vocabulary for fastest personal core vocabulary for fastest

communication.communication.AAC InstituteAAC Institute

Use single-word messages Use single-word messages whenever possible because they whenever possible because they

allow for generative language allow for generative language and and utterance expansion.utterance expansion.


(Anderson & Baker, 2004)(Anderson & Baker, 2004)

Why single-word messages can Why single-word messages can be be more efficient:more efficient:

- Communicating using single-word messages - Communicating using single-word messages allows more flexibility than sentence messages.allows more flexibility than sentence messages.

- Generating a message using single-word messages - Generating a message using single-word messages is is easier overall than communicating through easier overall than communicating through sentence sentence messages.messages.

- Single-word messages can be used across - Single-word messages can be used across environments.environments.

- Sentence messages rarely reflect speaker - Sentence messages rarely reflect speaker intentionality.intentionality.

- Language acquisition takes place when single-word - Language acquisition takes place when single-word messages are combined to make multi-word messages are combined to make multi-word messages.messages.


Effectively programming Effectively programming sentences:sentences:

- - Use sentences for messages that are Use sentences for messages that are used repeatedly. used repeatedly.- Use sentences as a complement to, not - Use sentences as a complement to, not

as a as a replacement for, single-word replacement for, single-word messages. messages.

May consider messages such as, May consider messages such as, “I want to say something that’s “I want to say something that’s

not not on my device" or "Please ask on my device" or "Please ask yes-or-no questions."yes-or-no questions."


When should you start When should you start encouraging encouraging generative generative language skills?language skills?

May not have to wait until May not have to wait until developmental language developmental language

norms are norms are reached with AAC reached with AAC to begin teaching to begin teaching generative generative language.language.


Change messages as your Change messages as your child’s child’s interests and wants and interests and wants and needs needs change.change.

Include peer-level language.Include peer-level language.


Where Do We Start?Where Do We Start?

Start with success!Start with success!- The first level of - The first level of intervention intervention should be the should be the highest level of highest level of child’s child’s performance and then performance and then add next small degree of add next small degree of difficulty.difficulty.- The number of symbols - The number of symbols provided should be within provided should be within skill skill range.range.- Include highly-motivating - Include highly-motivating

messages.messages.

Where Do We Start?Where Do We Start?

Just get started!Just get started!- You don’t need to wait for - You don’t need to wait for the the person to demonstrate person to demonstrate

receptive skills to receptive skills to begin on begin on

expressive skills.expressive skills.

www.closingthegap.comwww.closingthegap.com

http://www.theschoolbell.com/Links/Dolch/Dolch.htmlhttp://www.theschoolbell.com/Links/Dolch/Dolch.html

www.Lburkhart.com and www.Lburkhart.com and http://www.lburkhart.com/handcvi.htmhttp://www.lburkhart.com/handcvi.htm

www.Do2Learn.comwww.Do2Learn.com

www.wati.orgwww.wati.org

www.tinsnips.orgwww.tinsnips.org

http://trainland.tripod.com/pecs.htmhttp://trainland.tripod.com/pecs.htm

http://www.ataccess.org/resources/atk12/default.htmlhttp://www.ataccess.org/resources/atk12/default.html

www.aacintervention.comwww.aacintervention.com

www.outersound.com/cafierowww.outersound.com/cafiero

www.speakingofspeech.comwww.speakingofspeech.com

www.mayer-johnson.comwww.mayer-johnson.com

www.silverliningmm.comwww.silverliningmm.com

www.difflearn.comwww.difflearn.com

Helpful WebsitesHelpful Websites

http://aac.unl.edu:16080/yaack/d5.html#d5bhttp://aac.unl.edu:16080/yaack/d5.html#d5b

http://www.learningmagicinc.com/http://www.learningmagicinc.com/

www.designtolearn.comwww.designtolearn.com

www.kidsdomain.comwww.kidsdomain.com

www.adaptedstories.comwww.adaptedstories.com

www.priorywoods.middlesbrough.sch.ukwww.priorywoods.middlesbrough.sch.uk

www.bbc.co.uk/cbeebies/funandgames/www.bbc.co.uk/cbeebies/funandgames/

www.edmark.comwww.edmark.com

www.kidsmartearlylearning.orgwww.kidsmartearlylearning.org

www.literacycenter.netwww.literacycenter.net

www.laureatelearning.comwww.laureatelearning.com

www.accessingenuity.comwww.accessingenuity.com

www.ronn.com/kidstuff1.htmlwww.ronn.com/kidstuff1.html

http://www.fctd.info/http://www.fctd.info/

http://www.projectparticipate.org/handouts/Tipscaregivehttp://www.projectparticipate.org/handouts/Tipscaregive.pdf.pdf

http://www.projectparticipate.orghttp://www.projectparticipate.org

http://www.sc.edu/scatphttp://www.sc.edu/scatp

http://www.imaginesymbols.comhttp://www.imaginesymbols.com

http://www.freedigitalphotos.nethttp://www.freedigitalphotos.net

http://aacfundinghelp.com/funding_programs.htmlhttp://aacfundinghelp.com/funding_programs.html

http://www.aac-rerc.com/pages/medicare/MCAppProtocohttp://www.aac-rerc.com/pages/medicare/MCAppProtocol.html.htm

http://letsplay.buffalo.edu/index.htmlhttp://letsplay.buffalo.edu/index.html

Primary ReferencesPrimary References American Speech-Language-Hearing Association. (1997). American Speech-Language-Hearing Association. (1997). Maximizing Maximizing the the Provision of Appropriate Technology Services and Devices for Provision of Appropriate Technology Services and Devices for

Students in Schools. Students in Schools. Technical Report.Technical Report.Beukelman, D., & Mirenda, P. (1998). Beukelman, D., & Mirenda, P. (1998). Augmentative and Alternative Augmentative and Alternative

Communication, Management of Severe Communication Communication, Management of Severe Communication Disorders Disorders in Children & Adults (2nd. ed.). in Children & Adults (2nd. ed.). Baltimore, MD: Paul H. Baltimore, MD: Paul H. Brookes Brookes Publishing.Publishing.Brodin-Lennon, D. & Rinehart, C. (2002). Brodin-Lennon, D. & Rinehart, C. (2002). Songs to Communicate. Songs to Communicate. Solana Solana Beach, CA: Mayer-Johnson, Inc.Beach, CA: Mayer-Johnson, Inc.Browder, D., Flowers, C., & Wakeman, S.Y. (2006). Browder, D., Flowers, C., & Wakeman, S.Y. (2006). Level of symbolic Level of symbolic

communication classification for students with significant communication classification for students with significant cognitive cognitive disabilities. disabilities. Manuscript submitted for publication.Manuscript submitted for publication.Burkhart, L. (1993). Burkhart, L. (1993). Total communication in the early childhood Total communication in the early childhood classroom.classroom. Baltimore, MD.Baltimore, MD.Donnellan, A. (1984). The criterion of the least dangerous assumption. Donnellan, A. (1984). The criterion of the least dangerous assumption.

Behavioral Disorders, 9,Behavioral Disorders, 9, 141-150. 141-150.Downing, J.E. (2005). Downing, J.E. (2005). Teaching communication skills to students with Teaching communication skills to students with severe severe disabilitiesdisabilities ( 2nd ed.). Baltimore, MD: Paul H. Brookes ( 2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Publishing Company, Inc.Company, Inc.

Primary ReferencesPrimary References Glennen, S., & DeCoste, D. (1997). Glennen, S., & DeCoste, D. (1997). The Handbook of Augmentative and The Handbook of Augmentative and

Alternative Communication. Alternative Communication. San Diego: Singular Publishing San Diego: Singular Publishing Group.Group.Goosens’, C., Crain, S., & Elder, P. (1994). Goosens’, C., Crain, S., & Elder, P. (1994). Communication Displays for Communication Displays for

Engineered Preschool Environments. Engineered Preschool Environments. Solana Beach, CA: Mayer-Solana Beach, CA: Mayer-Johnson.Johnson.

Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are augmentative and alternative communication use: What are

we we waiting for?waiting for? Augmentative and Alternative Communication, 4, Augmentative and Alternative Communication, 4, 211-211- 221.221.King-DeBaun, P. & Musselwhite, C. (2002). Presentations given at King-DeBaun, P. & Musselwhite, C. (2002). Presentations given at Closing Closing the Gap 2002, Minneapolis, MN.the Gap 2002, Minneapolis, MN.King-DeBaun, P. (1993). King-DeBaun, P. (1993). StoryTime Just for Fun! Stories, Symbols, StoryTime Just for Fun! Stories, Symbols,

and Emergent Literacy Activities for Young Children. and Emergent Literacy Activities for Young Children. Park City, Park City, UT: Creative Communicating.UT: Creative Communicating.

Millar, D., Light, J. & Schlosser, R. (2004). Millar, D., Light, J. & Schlosser, R. (2004). The impact of Augmentative The impact of Augmentative and and Alternative Communication on speech development: A best Alternative Communication on speech development: A best evidenceevidence research review.research review. Manuscript submitted for publication. Manuscript submitted for publication.

Primary ReferencesPrimary References Light, J. (1989b). Toward a definition of communication competence for Light, J. (1989b). Toward a definition of communication competence for

individuals using augmentative and alternative communication individuals using augmentative and alternative communication systems. systems. Augmentative and Alternative Communication, 5,Augmentative and Alternative Communication, 5, 137- 137-144.144.Light, J. & Binger, C. (1998). Light, J. & Binger, C. (1998). Building communicative competence with Building communicative competence with

individuals who use augmentative and alternative individuals who use augmentative and alternative communication.communication. Baltimore: Paul H. Brookes Publishing Co., Inc.Baltimore: Paul H. Brookes Publishing Co., Inc.Quattlebaum, P. & Nalty, L. (1998). Quattlebaum, P. & Nalty, L. (1998). A Practical Guide to Augmentative A Practical Guide to Augmentative and and Alternative Communication: Assessment and Intervention Alternative Communication: Assessment and Intervention Strategies.Strategies. Greenville, SC. Super Duper Publications.Greenville, SC. Super Duper Publications.Rouse, C. (2002). Rouse, C. (2002). Ideas for Using Classroom Materials to Teach Ideas for Using Classroom Materials to Teach

Academics to Nonverbal Children and More! Academics to Nonverbal Children and More! Solano Beach: Solano Beach: Mayer-Johnson,Inc.Mayer-Johnson,Inc.

Silverman, F. (1995). Silverman, F. (1995). Communication for the speechlessCommunication for the speechless (3 (3rdrd ed.). ed.). Needham Needham Heights, MA: Allyn & Bacon.Heights, MA: Allyn & Bacon.

For more information or to borrow For more information or to borrow AT equipment, contact theAT equipment, contact the

South CarolinaSouth CarolinaAssistive Technology Assistive Technology

ProgramProgram

803-935-5263www.sc.edu/scatp

With special thanks to Mary Alice BechtlerWith special thanks to Mary Alice Bechtler

Documents

The Best Laid Plans Can Work: Selecting the Best AAC System Sarah Scarborough, MA, CCC-SLP Speech and Hearing Center University of South Carolina Carol