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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

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augmentative and alternative communication systems procedural description

Augmentative and Alternative Communication Systems:Procedural Description

Emily Gallant

Caldwell College

June 23, 2008

overview
Overview
  • Resources
  • Rationale
  • Terms
  • Types
  • Conceptual analysis

WITH

VIDEO!

search academic
Search (Academic)
  • PsycINFO
    • sign language + autism
    • pecs + autism
    • aac + autism
  • Colleagues
search public
Search (Public)
  • Google [search “AAC”, “AAC + autism”]
  • YouTube
  • PECS (www.pecs.com)
  • Dynavox (www.dynavoxtech.com)
aac rationale
AAC: Rationale
  • Evidence-based?
  • Communication: presence > form
    • Medical-type diagnoses (e.g., “apraxia”)
    • ABA marketing
  • However, for most: GOAL = vocal speech
    • Shaping?/Fading?

D

terminology
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)

terminology7
Terminology
  • Symbols
    • Manipulated to achieve communication goal
    • Formal similarity to target varies (e.g. line drawings vs. photographs)

ASHA (2002)

signing
Signing
  • May use just a few signs
  • Imitation training? (e.g., Tincani (2004))
  • Communication partners limited
what does it look like
What does it look like?
  • Signing

http://www.youtube.com/watch?v=FlFwLxqAUkk

slide11
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)

slide12
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)

what does it look like13
What does it look like?
  • PECS Phase I
  • http://www.youtube.com/watch?v=ZP48lxnNdHM
what does it look like14
What does it look like?
  • PECS Phase II
  • http://www.youtube.com/watch?v=tr3lQXNEcps
higher tech options
Higher-tech Options
  • Picture  audio
  • Text  audio
  • Text composition  audio
what does it look like16
What does it look like?
  • Variety of materials and equipment
what does it look like17
What does it look like?
  • “Supertalker”; “Bookworm”
summary
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
how does it work

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

where do we go from here
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?
references
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.