Augumentative And Alternative Communication Flashcards
Augumentative and alternative communication
Used for those with severe speech and language impairments
Augmentative communication
*Supplements speech
Alternative Communication
*Replaces speech
Goals of AAC
*Assist with daily communication needs, facilitate development of speech/language, facilitate return of speech/language
*Unaided AAC
*Unaided AAC
*No external equipment
*Gesturing, signing, fingerspelling, Cued Speech, writing
*conic signs
*Transparent Signs
*Opaque signs
Aided AAC
Aided AAC
*Assisted technologies
› No-tech
• **Uses readily available materials
›Low-tech
**Simple, few moving parts
› *High-tech
**Sophisticated, usually computer-based
TYPES OF AAC-AIDED
• Graphic Means of Representation
• *Symbols may include
• *Pictures, representational systems, printed words
• *May be more or less iconic I want to devell in the countrystde
*Can use a variety of means to represent different concepts
*Can use
*Actual objects, photographs, or drawings
*For young children or cognitively impaired
TYPES OF AAC-AIDED
• Aided System Input
Aided System Input
• *Direct Selection
**Point with finger or object
**School-age children more accurate with direct selection
• *Scanning
*User indicates when desired symbol is presented
*Pressure, pneumatic, eye blink switches
*Laborious
*Efficiency can be improved by changing scanning method (row/column)
AIDED SYSTEM OUTPUT
AIDED SYSTEM OUTPUT
› *Printed Output
• *Voice Output
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*Recorded
• *Digitalized
*Synthesized
**Comprehension can be improved with increased exposure
SPEECH AND AAC
SPEECH AND AAC
“ AAC is slower than speech
“Some communication is less face to face than
speech
•Aided AAC is not just speech translated to another form
• Using AAC can
› *Enhance Communication
• *Facilitate Speech Production
THEORY AND REALITY
THEORY AND REALITY
• AAC facilitates communication and language
• Production may be easier than speech
• *Reduced physical demands
› *Less pressure to speak
› *Hand-over-hand assistance
› *Increased right hemisphere involvement
• When others use AAC, comprehension improves
“ AAC fails when it doesn’t meet needs/abilities/environment
• Use multiple methods
LIFESPAN ISSUES
•Exposure to AAC may begin
LIFESPAN ISSUES
•Exposure to AAC may begin in first months of life
•Developmental continuum
• Can provide initial communication and motivation to learn language
•Communication needs change with maturity
LIFESPAN ISSUES
• Progressive Disease
Progressive Disease
*First aim to maintain communication
• *Middle stages, uses AAC intermittently
• *Later stages, rely on AAC
• Voice Banking
• Adults may use AAC after accident or illness
• Adults may have more difficulty accepting
AAC
ASSESSMENT CONSIDERATIONS
• Address possibility of AAC early
ASSESSMENT CONSIDERATIONS
• Address possibility of AAC early
• Need apparent if speech is slowly developing / recovering
• Assessment should include
• *Speech/language/communication abilities and needs
• *Motor or perceptual skills
• *Communication preferences
• *Willingness to support AAC use
• Speech Considerations
• *Types of sounds and sound combinations used
• *Intelligibility
• *Connected speech
ASSESSMENT CONSIDERATIONS
•Oral Peripheral Examination
•Oral Peripheral Examination
• Hearing Testing
• Language Skills
• *For programming content and symbol system selection
• Visual Abilities
• Determine
› *Current mode of communication
• *Future Client Needs
• Collect a list of client preferences
ASSESSMENT CONSIDERATIONS
• AAC System Selection
AAC System Selection
^ *Consider
*Motor abilities
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*Cognitive abilities
*Potential Vocabulary Size
*Ease in learning new system
*Whether client and partners accept new svstem
*Flexibility
*Intelligibility
ASSESSMENT CONSIDERATIONS
•AAC Symbol Selection
•AAC Symbol Selection
› *Will flow from method of communication chosen
› *Guided by
• *Cognitive abilities
• *Ease of learning graphic AAC systems
*Willingness of communication partners
ASSESSMENT CONSIDERATIONS
• AAC Vocabulary Selection
AAC Vocabulary Selection
› *Select vocabulary that
*Reflects needs, desires, likes, and preferences
› *Is functional
• *Highly Individualized
*Order of teaching depends on client’s immediate needs
• *conicity and transparency should be considered
