AAC Intervention as an Immersion Model

Augmentative and alternative communication (AAC) based interventions support individuals with complex communication needs (CCN) in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This paper outlines a service delivery model that unites these elements of intervention. The social theory of language acquisition provides the foundation of this immersion model (Paul & Norbury, 2012; Pence & Justice, 2013) while adaptations of indirect language stimulation strategies create (Beukelman & Mirenda, 2013; Paul & Norbury, 2012) the support system necessary to develop an independent and functional communicator. The model described in this article may be replicated or modified to meet the needs of individuals in any classroom or intervention setting

Mainstream Tablets as Speech Generating Devices: Considerations in Decision Making

In the last several years, the field of augmentative and alternative communication (AAC) has seen significant technological advances that are both innovative and exciting. One of the main advances in technology comes in AAC applications on mainstream tablet devices like iPads. Tablet devices with AAC applications are being explored as an alternative to dedicated speech generating devices due to cost and convenience. But, before choosing between a mainstream tablet AAC device and a dedicated AAC device, there are several foundational elements of AAC to be understood. All of the AAC basics and considerations should be part of the assessment process that determines the most appropriate device for an individual in need of an AAC device because not all devices work for everyone. Language representation method, vocabulary organization, and hardware differences are some of the main foundational elements of AAC that should be considered in the assessment process. Once the basics are established, considerations such as cost, insurance coverage, available accessories, and social factors must be explored before choosing between the devices. Overall, it is important to consider all aspects of AAC when choosing an appropriate device for an individual

Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme

Children diagnosed with autism spectrum disorder often have restricted verbal communication. For children who do not use functional speech, augmentative and alternative communication (AAC) devices can be an important support. We evaluated the effectiveness of one AAC programme, the Language Acquisition through Motor Planning (LAMP) using a Vantage Lite™ device as the speech output in the home and school environments. Eight children with limited communication were assessed by a speech pathologist prior to the introduction of the programme, after five weeks of training and again after a further two weeks of use of the programme, but without the supported training. The pre-/post-assessment measures revealed that all eight children made gains in the development of spontaneous communication using the device during the implementation period. Parents and teachers also reported that the gains achieved during the five-week trial were greater than those achieved in previous interventions. Two years after the completion of the study, a follow-up phone interview was completed which identified that children who received ongoing support from a LAMP-trained speech pathologist continued using the LAMP programme. As a result of this study, a specialised LAMP specific classroom was established in one of the participating schools

Speaking my Language: Nurturing Augmentative and Alternative Communication Use Across Settings and Communication Partners in Early Childhood

This paper explores literature on the topic of Augmentative and Alternative Communication (AAC) across settings and partners used by children who have Complex Communication Needs (CCN). Children learning speech are often able to develop expressive and receptive language skills due to exposure to many speech models and rich language interactions. Both the quality and quantity of these interactions help typical children develop language skills rapidly (Sennott, Light, and McNaughton, 2016). However, for children who use AAC, modeling is much harder to access. Sennott et al. (2016) found that AAC users see or hear about 24,000 words modeled for them (a high estimate) compared to 125,000 words per week for speaking children. Because AAC communicators often lag behind their peers in terms of acquired expressive and receptive language, it is imperative that conversation partners create as much space as possible for these learners to express themselves, whether during interventions or spontaneous conversations, inside or outside of the classroom. For AAC users, an asymmetry often exists between the modalities of input to output. In other words, it is common that an AAC speaker’s ways of expressing language and ways of receiving language often do not match. Studies included in this paper demonstrate that, with the appropriate models of AAC within naturalistic contexts, used with various interaction techniques, the users made gains in both expressive and receptive language. When provided with the right instruction and adequate models, children with CCN can develop flexible language skills (Sennott et al., 2016)

Supporting the Communication Needs of Students with Severe Disabilities in Inclusive Settings: Practices and Perspectives

This paper reviews several studies related to inclusive outcomes, as well as attitudes and perspectives regarding students with significant disabilities who utilize Augmentative and Alternative Communication (AAC) in the classroom

Pragmatic Organization Dynamic Display (PODD) and Enhancement of Communication on Individuals with Autism

The purpose of this research was to investigate the communication patterns of a ten-year-old boy with autism within his natural environment and to implement a new communication system called Pragmatic Organization Dynamic Display (PODD) to increase the efficacy of his communication. PODD is a new version of a picture communication system developed by Gayle Porter from Melbourne, Australia, intended to increase semantic and syntactic communication components. The first of three settings in this single-subject multiple baseline across settings design was the subject’s morning job at school delivering mail and taking tea orders. The second setting was the cafeteria for morning snack with a peer and adults from his self-contained classroom. The third setting was his home environment at the end of his school day where he interacted with family members and clinicians working in the home. The researcher collected data on expressive language utterances counting the frequency of types of communication (vocalizations, gestures, signing) and levels of prompting (spontaneous, responses, cued speech). The data were analyzed by counting the frequency of expressive utterances of communication preferences in each of the thrée settings while adding PODD with communication partners as the intervention in each setting. The results showed across multiple settings an increase in frequency of occurrences of types of communication and levels of prompting