Perspectives on Augmentative and Alternative Communication

From the Coordinator

Zangari, C. — 2008-04-01

Issue Introduction

2008-04-01

AAC in the Schools: Current Issues and Future Directions

Fallon, K. A. — 2008-04-01

For students with complex communication needs, positive educational outcomes are heavily dependent on support services that facilitate access to AAC technologies, the acquisition of literacy skills, and access to the academic curriculum within supportive classroom communities. Although the AAC research literature documents continuous progress in the quality and effectiveness of school-based services, by many indicators the field has a distance to go in pursuit of excellence in AAC service delivery. In reflecting upon the current state of school-based practice, several important factors emerge as critical to the success of students who require AAC, including the expertise of practicing professionals, effective collaborations of service-delivery teams, and the availability of empirical studies to guide practitioners. This article examines key issues affecting AAC service delivery in the schools and discusses critical clinical and research needs in the areas of personnel preparation, collaborative team building, and the provision of quality AAC services. Suggestions for the development and refinement of best practices are also explored in a discussion of future directions for school-based AAC services.

Augmentative and Alternative Communication: Assessment in the Schools

Proctor, L. A., Oswalt, J. — 2008-04-01

The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

Classroom-Based Language Goals and Intervention for Children Who Use AAC: Back to Basics

Binger, C. — 2008-04-01

When working with a preschool or school-aged child who uses aided AAC, much of the speech-language pathologist's (SLP's) focus is commonly on the AAC tools that the child is using. SLPs will often talk with educators and parents about the technology itself, and sometimes, many of the child's IEP goals center around use of the AAC technologies. Many educators (and sometimes even SLPs), however, are often reluctant to use technologies with which they are not comfortable. In the midst of all of the complications that come with technology use, it can be helpful to remember that AAC technologies are simply tools that provide the child with access to language. Most children who use AAC experience language deficits (e.g., Binger & Light, in press), and the purpose of AAC is to provide the child with a means of overcoming these language deficits. Given these facts, the goals, objectives, and intervention techniques that SLPs use with children who use AAC should not, in many cases, be very different from the goals and techniques for children who primarily rely on speech to communicate. In other words, it is important to put the language back into speech-language pathology, when working with children who use AAC. To illustrate these points, three cases of children who use AAC and who have very different profiles are presented below, with example language goals and intervention techniques that may be used with each child.

Communication Partner Interventions for Students Who Use AAC

Kent-Walsh, J. — 2008-04-01

Research indicates that the communication skills of partners significantly influence the success of communicative interactions with individuals who use AAC. Frequently, partners have been reported to not provide supportive opportunities for communication when interacting with individuals who use AAC. In turn, individuals who use AAC have been documented to often be passive communicators, particularly when they are at the beginning stages of developing communicative competence. Given the importance of effective communication skills in the school environment, it is essential that speech-language pathologists consider conducting partner interventions when working with school-age children with AAC needs. This article provides practical suggestions for speech-language pathologists by exploring (a) the range of communication partners who may benefit from partner interventions, (b) examples of interaction skills that can be targeted through partner interventions, and (c) a suggested protocol for communication partner interventions. By providing interventions for communication partners who are complimentary to interventions provided directly, it is possible for school SLPs to strengthen their approach to improving communication and educational outcomes for children with AAC needs.

Funding AAC

Goldman, A. — 2008-04-01