1 / 22

Augmentative and Alternative Communication Systems: Procedural Description

Augmentative and Alternative Communication Systems: Procedural Description. Emily Gallant Caldwell College June 23, 2008. Overview. Resources Rationale Terms Types Conceptual analysis. WITH VIDEO!. Search (Academic). PsycINFO sign language + autism pecs + autism aac + autism

jacob
Download Presentation

Augmentative and Alternative Communication Systems: Procedural Description

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Augmentative and Alternative Communication Systems:Procedural Description Emily Gallant Caldwell College June 23, 2008

  2. Overview • Resources • Rationale • Terms • Types • Conceptual analysis WITH VIDEO!

  3. Search (Academic) • PsycINFO • sign language + autism • pecs + autism • aac + autism • Colleagues

  4. Search (Public) • Google [search “AAC”, “AAC + autism”] • YouTube • PECS (www.pecs.com) • Dynavox (www.dynavoxtech.com)

  5. AAC: Rationale • Evidence-based? • Communication: presence > form • Medical-type diagnoses (e.g., “apraxia”) • ABA marketing • However, for most: GOAL = vocal speech • Shaping?/Fading? D

  6. Terminology • “Unaided”  Signing • “Aided”  Low-tech (e.g., PECS)  High-tech (e.g., vocal output systems) Wilkinson & Hennig (2007) Hourcade, Pilotte, West, & Parette (2004) ASHA (2004)

  7. Terminology • Symbols • Manipulated to achieve communication goal • Formal similarity to target varies (e.g. line drawings vs. photographs) ASHA (2002)

  8. Signing • May use just a few signs • Imitation training? (e.g., Tincani (2004)) • Communication partners limited

  9. What does it look like? • Signing http://www.youtube.com/watch?v=FlFwLxqAUkk

  10. PECS

  11. PECS • Manualized/packaged; Certificates • Materials: • Preferred items • Pictures • Book to store pictures • People involved: • Communicative partner • Physical prompter Bondy & Frost (1994) Pyramid Educational Consultants, Inc. (2008)

  12. PECS • Phase I: Physical Exchange • Phase II: Expanding Spontaneity • Phase III: Picture Discrimination • Phase IV: Sentence Structure • Phase V: Responding to “What do you Want?” • Phase VI: Responsive & Spontaneous Commenting Bondy & Frost (1994)

  13. What does it look like? • PECS Phase I • http://www.youtube.com/watch?v=ZP48lxnNdHM

  14. What does it look like? • PECS Phase II • http://www.youtube.com/watch?v=tr3lQXNEcps

  15. Higher-tech Options • Picture  audio • Text  audio • Text composition  audio

  16. What does it look like? • Variety of materials and equipment

  17. What does it look like? • “Supertalker”; “Bookworm”

  18. What does it look like? • DynaVox

  19. Summary • What’s available? • Products • Testimonials • What’s less available? • How to teach a child to use AAC • Up to implementer? • PECS: manual guidance + appropriate fading • Reference to empirical support • For typically developing children • For children with autism

  20. SD(s) MO(s) Listener Something to say How does it work? • Basic contingencies of verbal behavior Higher-order antecedent stimuli Response SR+ Availability of listener Verbal behavior SR+ Initially, AAC response; Later, vocal speech

  21. Where do we go from here? • Claim: AAC enhances vocal speech • True?  Evaluate using EBP standards • Transition from AAC to vocal speech? • Public resources do not specify • How could we facilitate this? We could… • Would you (do you) teach it?

  22. References • American Speech-Language-Hearing Association. (2002). Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery [Knowledge and Skills]. Available from www.asha.org/policy • American Speech-Language-Hearing Association. (2004). Roles and Responsibilities of Speech- Language Pathologists With Respect to Augmentative and Alternative Communication: Technical Report [Technical Report]. Available from www.asha.org/policy • Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9, 1-19. • Hourcade, J., Pilotte, T. E., West, E., & Parette, P. (2004). A history of augmentative and alternative communication for individuals with severe and profound disabilities. Focus on Autism and Other Developmental Disabilities, 19, 235-244. • Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilites: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264. • Pyramid Educational Consultants, Inc. (n.d.) Retrieved June 23, 2008, from http://www.pecs.com • Romski, M. A., & Sevcik, R. A. (1997). Augmentative and alternative communication for children with developmental disabilities. Mental Retardation and Developmental Disabilities: Research Reviews, 3, 363-368. • Tincani, M. (2004). Comparing the picture exchange communication system and sign language training for children with autism. Focus on Autism and Other Developmental Disabilities, 19, 152-163. • Wilkinson, K. M., & Hennig, S. (2007). The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities. Mental Retardation and Developmental Disabilities: Research Reviews, 13, 58-69.

More Related