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Welcome to AAC

Join us for an informative session on Augmentative and Alternative Communication (AAC) where we discuss the basics, clinical assignments, and chart reviews. Learn about AAC devices, terminology, and FAQ to help individuals with complex communication needs. Understand why and when to use AAC, and how it can improve social interaction, behavior, and literacy skills. Explore the misconception that AAC hinders speech development and the least dangerous assumption. Discover how AAC supports language acquisition and independence. Get insights into using AAC alongside speech therapy and the various modalities involved. FAQs address using sign language, responding to questions, and individual timelines for AAC utilization.

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Welcome to AAC

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  1. Welcome to AAC Fall 2019

  2. Welcome! • Objectives for the day: • Intro to AAC (basic info) • Clinic Assignments, Chart Review, CHARTR • Ice Breaker Question: What do you personally want to come away from AAC clinic with?

  3. Past aac experiences? • Share!

  4. Communication Bill of Rights • “It is the right of individuals with disabilities to surroundings that expect and encourage their participation as full communication partners with other people” • National Committee for Meeting the Communicative Needs of Persons with Severe Disabilities, 1992

  5. Challenges to the Bill of Rights • “Most natural speakers, no matter what their profession, are not prepared to interact with persons (with complex communication needs)” • Sarah Blackstone, editor, Augmentative Communication News

  6. Current terminology • Speech generating devices (SGDs) • Individuals with complex communication needs (CCN)

  7. Frequently Asked Questions… • “What is AAC?”

  8. “What is AAC?” • Augmentative and Alternative Communication • A set of procedures and processes by which an individual's communication skills (i.e., production as well as comprehension) can be maximized for functional and effective communication. • Supplementing or replacing natural speech with symbols. • Beukelman & Mirenda, 1998; Glennen & DeCoste, 1997; Lloyd, Fuller, & Arvidson, 1997.

  9. “What is AAC?” • AAC involves multiple modalities to help people communicate: • “No-tech”: • vocalizations, verbal approximations • gestures, sign language • facial expressions, eye-gaze • postural change/tone • “Low-tech”: • tactile cue/tangible symbols, objects • pictures (labels, photographs, Picture Communication Symbols) • “Mid-tech” • static displays • can record on device • “High-tech”: • speech generating devices • mobile technology

  10. Frequently Asked Questions… • “Who might use AAC?”

  11. “Who might use AAC?” • Those that have not acquired functional spoken language or have lost language • Including, but not limited to those with: • Developmental disabilities • Acquired disabilities • Progressive conditions • Temporary needs

  12. Frequently Asked Questions… • “Why use AAC?”

  13. “Why use AAC?” • To provide a means for communication • To increase receptive language (vocabulary and syntax) • To increase speech • To increase social interaction • To improve behavior • To increase participation • To demonstrate knowledge • To improve literacy skills

  14. Least dangerous assumption • “The criterion of least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults” (Donnellan, 1985)”

  15. Frequently Asked Questions… • “Will the use of AAC stop my client from speaking?”

  16. “Will the use of AAC stop my client from speaking?” • No! • Research has shown that it INCREASES the development of speech.

  17. Frequently Asked Questions… • “Does there need to be a gap between receptive and expressive language?”

  18. “Does there need to be a gap between receptive and expressive language?” • No! • AAC strategies can be utilized to teach receptive language.

  19. Frequently Asked Questions… • “When do I explore the use of AAC?”

  20. “When do I explore the use of AAC?” • Ask yourself, “Does my client have a functional means to communicate?” • If the answer is no, explore the use of AAC. • Keep in mind, working on speech and AAC are not mutually exclusive. You can work on both simultaneously. • Use AAC to provide your client with a means to communicate while continuing to work on developing speech.

  21. Frequently Asked Questions… • “What is the timeline for using a speech generating device or other AAC system?”

  22. “What is the timeline…?” • It depends on the individual. • Some individuals may need to rely on a speech generating device for their entire life. • Some rely on it as a primary means of communication, others only use it as a tool during communication breakdowns • Others use is as a tool to develop their speech and language and eventually no longer need to rely on it.

  23. Frequently Asked Questions… • “Should I work on responding to yes/no questions?”

  24. “Should I work on responding to yes/no questions?” • Be cognizant of a client’s receptive language skills. • People need to have the receptive language to understand the question they are being asked.

  25. Frequently Asked Questions… • “Should we use sign language?”

  26. “Should we use sign language?” • Sign language is an efficient and functional means of communication. • It is limiting, in that, communication can only occur with other people who know sign language. • Other strategies should be used in conjunction with sign language.

  27. Frequently Asked Questions… • “Can I use my iPad?”

  28. “Can I use my iPad?” • The iPad can be a highly functional tool. • However, an assessment needs to occur to determine the child’s understanding of and ability to use visual representations paired with voice output as a functional means of communication.

  29. Frequently Asked Questions… • “Is using AAC easy?”

  30. “Is using AAC easy?” • In a word……NO!! • There will be many challenges: 1. technology 2. speed 3. new learning 4. behavior 5. environment 6. many more

  31. So… why use AAC? • Communication is the essence of human interaction and learning. • Communication is what makes us uniquely human, all individuals have the right to communicate to their fullest potential (American Speech-Language-Hearing Association, 2005).

  32. 10 Things I wish my teacher knew about AAC (ASHA and Callier Center, Dallas) • I wish my teacher would joke with me. • I wish my teacher would learn how to work my communication device. • I wish my teacher would stop shouting at me like I can’t hear. • I wish my teacher would remember that I don’t always spell very well. • I wish my teacher wouldn’t have a heart attack when my device doesn’t work.

  33. 10 Things I wish my teacher knew about AAC (ASHA and Callier Center, Dallas) • 6. I wish my teacher would have more patience with me. • 7. I wish my teacher wouldn’t hit my machine when it doesn’t work-that’s my mouth she’s hitting! • 8. I wish my teacher would call on me for Share Day. • 9. I wish my teacher would give me enough time to say what I’m thinking. • 10. I wish I could walk and talk like my sister and brother.

  34. video • What clients want YOU to know as a new clinician…

  35. State of the Field: AAC • An estimated 25% of children who would benefit from AAC do not have access. Of those that do have AAC systems, an estimated 75% of them have been reported abandoned in their first year of use (Desch et al., 2008). • Children, without the ability to produce natural speech or access to AAC are at risk for developmental delays or the exacerbation of existing disabling conditions (Whitehead, 1992). • An estimated 40% to 60% of children with disabilities affecting their speech and language development do not receive treatment before entering school (Law, Boyle, Harris, Harkness, Nye, 1998).

  36. Remember… • Communication is about people. Technology is only a tool! • “Assistive Technology without training IS NOT assistive!” • Rick Creech, Augmented speaker and Resources Coordinator, PA Department of Education

  37. Your Assignments!

  38. Chart Review – CHARTR section I • Background Case history Prior Therapy Reason for Assessment Any New Information • Keep running list of questions • Review sections of the entire file • Find items needed for section I of CHARTR • Fill in section I of CHARTR

  39. What’s next? • Set up an individual meeting with your supervisor for next week • Prior to meeting: • Review your individual client chart per “client file review instructions” • Complete section ONE of CHARTR (BACKGROUND) • After meeting:Complete sections TWO and THREE of CHARTR (ASSESSMENT METHOD and ASSESSMENT PLANNING) • Next group meeting: • Wednesday, 10/2 12-2 in room 340 and 10/4 12-2 in room 230T

  40. REFERENCES • Beukelman, D., & Mirenda, P. (2005). Supporting Children & Adults with Complex Communication Needs (3rd ed.). Baltimore: Paul H. Brookes Publishing Co. • Additional powerpoint content shared by Children’s CO, AAC Team

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