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Augmentative and Alternative Communication Systems:
Procedural Description
Emily GallantCaldwell College
June 23, 2008
Overview
• Resources
• Rationale
• Terms
• Types
• Conceptual analysis
WITH
VIDEO!
Search (Academic)• PsycINFO
– sign language + autism– pecs + autism– aac + autism
• Colleagues
Search (Public)• Google [search “AAC”, “AAC +
autism”]
• YouTube
• PECS (www.pecs.com)
• Dynavox (www.dynavoxtech.com)
AAC: Rationale• Evidence-based?
• Communication: presence > form– Medical-type diagnoses (e.g., “apraxia”)
– ABA marketing
• However, for most: GOAL = vocal speech– Shaping?/Fading?
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)
Terminology• Symbols
– Manipulated to achieve communication goal
– Formal similarity to target varies (e.g. line drawings vs. photographs)
ASHA (2002)
Signing• May use just a few signs
• Imitation training? (e.g., Tincani (2004))
• Communication partners limited
What does it look like?• Signinghttp://www.youtube.com/watch?v=FlFwLxqAUkk
PECS
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)
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 like?• PECS Phase I• http://www.youtube.com/watch?v=ZP48lxnNdHM
What does it look like?• PECS Phase II• http://www.youtube.com/watch?v=tr3lQXNEcps
Higher-tech Options• Picture audio• Text audio• Text composition audio
What does it look like?• Variety of materials and equipment
What does it look like?• “Supertalker”; “Bookworm”
What does it look like?• DynaVox
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?
Higher-order antecedent
stimuliResponse SR+
• Basic contingencies of verbal behavior
SD(s)
MO(s)
Availability of listener
Verbal behavior
SR+
Listener
Something to say
Initially, AAC response;
Later, vocal speech
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• 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.
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