Perspectives on Augmentative and Alternative Communication

From the Coordinator

Goldman, A. — 2009-06-02

Building Language Competence With Students Using AAC Devices: Six Challenges

Van Tatenhove, G. M. — 2009-06-02

There is an adage used by teachers in the American education system that says, "You learn to communicate before you communicate to learn." This saying reminds us that communication skills are the foundation for learning and that naturally developing children are generally competent communicators before they enter school. They use their foundational language skills to be successful in the classroom. This adage is not typically true for students using AAC systems. These students often enter school without competent communication skills and must work on these skills, while also trying to master school subjects. The reader is challenged to assess his or her role in the language development process of children using AAC systems. Speech-language pathologists will be encouraged to go beyond the role of programming AAC devices and return to the role of "language therapist." Educators, who spend the majority of the school day with the student, are reminded that they hold the keys to augmentative communication success in schools. Their role is critical in supporting and applying language skills in the classroom.

Creating District-Wide AAC Programs

Cannon, B., Edmond, G., Melendez, A., Tucker, J.C., Blair, K., Rohre, D. — 2009-06-02

School districts are mandated to provide services for students with disabilities from their initial enrollment to graduation. The following article highlights the activities of two school districts to provide meaningful, consistent speech-language services to students in need of AAC services and to implement programs to improve the communication and language learning of students using AAC strategies. School district teams grapple with the complex challenges of student diversity (e.g., type of disability, ages, placement) and appropriate, consistent service delivery. These districts are geographically and culturally different, but have two things in common: (a) an emphasis on the use of core over extended vocabulary and (b) the development of consistent, low-tech communication materials.

Perspectives on AAC Intervention in School Settings

Warren, L., Warren, F. — 2009-06-02

This article presents the perspective of a parent and an AAC device user on the importance of focused intervention on language development with individuals with complex communication needs who use AAC devices. The parent perspective outlines the speech-language pathology treatment story of her child. Using that lessons of that story, the parent challenges readers to advocate for the development of long-range language development planning and implementation of an AAC language development curriculum. In addition, the parent emphasizes the need for strong collaborative team building in order to support effective language intervention programs. The user perspective highlights the issue of core vocabulary, advanced vocabulary building, and traditional intervention on syntax, morphology, and discourse development. The reader is strongly urged to maintain focus on language development, rather than technology or device operation, as the essential element of life-long success for individuals using AAC devices.

Data Collection and Monitoring AAC Intervention in the Schools

Hill, K. — 2009-06-02

Speech-language pathologists working in the schools with students who rely on AAC are expected to measure progress to document gains in language competence. This article provides an overview of some of the basic considerations SLPs make in collecting clinical data to monitor building language competence. Three hypothetical students are used as examples to illustrate data collection through the three transitional stages in language development SLPs frequently encounter on a school caseload: (a) pragmatics to semantics, (b) semantics to syntax, (c) phonology to metaphonology. Examples of performance and outcomes data including language activity monitoring are provided for each transition. SLPs addressing the what, when, how, who, where, and why of data collection find AAC intervention manageable. Strong evidence from clinical practice is needed to optimize the language competence of students who rely on AAC.

AAC and the IEP

Hurd, R. — 2009-06-02

The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.