This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014

1. Introduction to
AAC
Kate Ahern, M.S.Ed.
AAC Bootcamp
Easter Seals MA
August 2014

2. Underlying Principles

3. Everybody Communicates

4. AAC Definitions

5. AAC
Augmentative and Alternative
Communication

6. Why do we communicate?
• Light, 1988
• Communicate
wants/needs
• Information transfer
• Social closeness
• Social etiquette
• Beukelman & Mirenda
added:
• internal dialogue

7. Can your users communicate for
all five?

9. The Least Dangerous
Assumption
• “The criterion holds that
without conclusive data
educational decisions
should be based on
assumptions which, if
incorrect, will provide the
least danger for
independent functioning.”
Anne Donnellan
• Behavioral Disorders, v9 n2 p141-50 Feb 1984

10. We see…
what we expect to see.

11. Without Educational Data:
Presume Competence
• Situations in which it may
be impossible to have
evidence
• Severe apraxia (Rett
Syndrome, some cases of
CP, Angelman Syndrome)
• Severe physical disabilities
• Movement disabilities
• Multiple sensory disabilities
(Deafblind)
• Co-morbid cases of neglect –
in the home or educational
neglect
Cannot
physically
access
communicatio
n materials.
Presume
Competence
Dx with
condition
assumed to
cause severe
developmental
delay
Medical
condition
affect
alertness

12. Check Your Assumptions
• Historical Belief of Severe
Developmental Disability is
NOT Educational Data
• Research into many
disabilities is proving that
many individuals have been
underestimated leading to
improper interventions,
educational and residential
placements (Down Syndrome,
Fragile X Syndrome, Rett
Syndrome, Angelman
Syndrome, Deafblind)
• Learners with presumed
moderate to severe
disabilities are more likely to
suffer from educational
neglect
• Data from children who have
not been taught to
communicate only indicates a
lack of teaching/appropriate
intervention not a lack of
potential to communicate

13. What if Annie Sullivan
did not presume
competence?
What if you don’t?

14. Communication Bill of
Rights
By the National Committee for
the Communication Needs of
People with Severe Disabilities
TASH and ASHA

15. Bill of Rights

17. Multimodal Communication
• Facial expressions
• Vocalizations
• Body Movements
• Eye pointing
• Gestures
• Verbal Approximations
• Speech
• Sign Language
• Pictures Exchange
Communication System
(PECS)
• Communication Boards/Books
• Pragmatic Organization of
Dynamic Display (PODD)
• High Tech Communication
Systems (Tobii, Dynavox,
PRC, Saltillo, tablets with
apps)

18. Making Multi-Modal Communication
Meaningful
• Honor all communication
attempts that are
meaningful and
understandable – don’t
force a user to “say it
again” with a device (or
sign or their voice)
• Use multi-modal
communication yourself
• If you wish to demonstrate
how something could be
done in another mode, go
ahead!

19. Types of AAC

20. Types of AAC
Unaided
• No tools needed
• Sign language
• Gestures
Aided
• Use of tools needed
• PECS
• Communication
Boards/Books
• Technology based systems

21. Types of AAC
Low/Light Tech High Tech

22. A few words about
symbols:
1. Myth of symbol hierarchy is
pervasive (object, photo,
drawing, words)
2. Use of objects and photos
can lead to lack of
generalization and overuse of
nouns
3. Studies have shown that both
iconicity (transparency) and
the meaning assigned to a
symbol by adults and peers
affect learning symbols for
communication

23. Gestures
Enhanced Natural Gestures
(ENG)
Keyword Sign
Signed Exact English (SEE)
American Sign Language (ASL)
1. Gestures are motions made by a communicator
that send a message, may not be universally
understood
2. ENG are non-contact motions taught by shaping a
communicators natural movements
3. Keyword Sign Language is the practice of using
manual signs to communicate important words in a
sentence or phrase
4. SEE is a manual form of spoken English where
a sign replaces/matches every word
5. ASL is a unique and full language that is
communicated using manual signs, it has its own
grammar, idioms and culture

24. Picture Exchange
Communication System
(PECS)
1. A system of Augmentative
Communication Instruction that
begins with a 2:1 staff to client
ratio and focuses on teaching
mands through intraverbals
through a strict ABA
methodology
2. PECS is NOT what picture
symbols are called and is NOT
any notebook/picture trading
systems that is in use
3. Clinicians and partners should
be trained by Pyramid
Consultants
4. Misused the system can be
overly reliant on mands/nouns
and miss opportunities for social

25. Pragmatic Organization
of Dynamic Display
(PODD)
1. A system and method of
Augmentative and Alternative
Communication available in both
low and high technology
versions
2. Vocabulary is arranged so that
user can flow through a
conversation
3. Methodology focuses on Aided
Language Stimulation and
communicate partner training
4. Originated in Australia with
Gayle Porter, currently one
certified trainer in USA, Linda
Burkhart
5. System can appear
overwhelming to those not
trained, there is a learning

26. Communication Boards

27. Flipbooks
Generally used in conjunction
with a static communication
board or device Flipbooks often
contain words that allow users to
expand sentences and provide
more context to their
communication than using a
single board or page alone.

28. Static Display Devices

29. Dynamic Display
Devices

30. Other Tools in the AAC
Toolbox

31. Visual Supports
Visual supports are any tool
presented visually that supports an
individual as he or she moves
through the day. Visual supports
might include, but are not limited
to, pictures, written words, objects
within the environment, arrangement
of the environment or visual
boundaries, schedules, maps, labels,
organization systems, timelines, and
scripts. They are used across
settings to support individuals.
(National Research Council, 2001).

32. Classroom
Natural Aided
Language
Communication
Boards/Systems
1. Using posters (make at an
office store) or decals
(CafePress will make them) or
just enlarged photocopies you
can have a classroom sized
communication board for
modeling
2. Using a projector or
smartboard you can display a
communication app or
software for use for modeling

33. Wearable AAC and
Reminders

34. The Latest Research
Multiple Modes
• Key to successful
communication
• Light,-Collier,-&-Parnes, 1985
• Blackstone-&-Hunt Berg, 2003
• Light-&-Drager, 2005
• Binger-&-Light, 2006
AAC Does not Impede
Speech
• AAC has no impact or
sometimes (over 80% of
the time) increases natural
speech
• Romski-&-Sevcik,-2005
• Millar,-Light,-and-Schlosser-
2006

35. The Latest Research
The Best System
• Research supports using a
system with evidence
based implementation, no
one system is “best”
• Mirenda-(2003,-2005)
Not Enough Language
• Most young children using
systems that do not have
enough language for
communication or to even
learn to communicate
• Binger-&-Light,-2006
• Hustad-et-al.,-2005

36. Directions in Research
Visual Scenes May Be
Helpful
• With younger children (1-3)
using visual scenes that
depict and entire concept
with outlined hotspots can
be helpful, more research
needed
• Fallon,-Light,-&-Achenbach,-
2003
• Light-and-Drager-(2005)-
Finding a symbol is
easier than finding a
page
• Individuals may need help
navigating to the correct
page of their book or
device, using screen shots of
pages may help find the
correct page
• Drager-et-al.,-2003
• Light,- Drager,-McCarthy,-et-al.-
(2004)