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Definition of AAC and Rational for Use
What do the terms “augmentative” and “alternative”
mean?
The term Augmentative Communication refers to the use
of any aids or techniques that supplement existing vocal or verbal communication
skills. For example if an individual attempts speech, but his words
are poorly articulated and difficult to understand, he may need a picture
board to clarify what he is trying to say.
“Alternative communication” has a slightly
different meaning. It refers to communication techniques that are used
by those without any vocal ability. Usually, these terms are used in
combination and referred to as augmentative and alternative communication
(AAC).
Although we often think about AAC as referring to formal
communication devices such as communication boards or voice output communication
devices, AAC also refers to a variety of simple means of communication,
such as facial expression and gestures. In brief, AAC refers to a wide
range of strategies that support or replace spoken communication.
AAC is part of the broader field of assistive technology.
“Assistive technology” refers to a range of helping equipment
or devices for individuals with special needs. Its scope includes a
both simple tools and complex equipment that improves the ability of
individuals with special needs to participate in daily life. AAC is
considered to be one of the major components of assistive technology.
Are AAC systems really necessary?
Yes and here’s why.
People with ASD experience a wide range of difficulties
with communication. Although exact numbers vary there are many individuals
who, despite the best efforts at verbal language training, never develop
sufficient speech to communicate even basic needs.
AAC offers great potential as a means to support verbal
skills. For some individuals, AAC may be temporary, for others the need
for AAC will be lifelong.
AAC is necessary …
- Because individuals who lack an expressive system are
more likely to act out in undesirable ways (Downing, 1999).
- Because individuals with ASD are visual learners.
AAC techniques, whether aided or unaided, are visual in nature. A
perfect match! (Quill, 2000)
- Because learned
helplessness can occur when children become passive or choose
not to participate in activities because they have decided that they
can't control the situation (Guess, Benson, & Siegel- Causey,
1985).
- Because there is no evidence that
introduction and use of an augmentative system limits acquisition
verbal language skills (Reichle, York, & Sigafoos, 1991)
AAC should never be thought of as
a last resort or a method to try when everything else has failed. AAC
can give children a “voice” so they can better access to
their environment and gain communicative control over their lives. In
addition to improving functional communication skills, AAC has been
found to assist children in learning early cognitive and social skills.
A word of caution
Implementing AAC is never simple, especially for individuals
with ASD. Their drive to communicate often times appears weak. Their
communicative interests may be far more limited than others who use
AAC systems. Additionally, what they want to communicate may be very
unique or odd, or may not be easily interpreted by others.
Simply providing a communication board or purchasing
an expensive device may not motivate an individual with ASD to communicate.
Careful assessment must be conducted to determine what truly motivates
the individual to communicate. Initial instruction must take into account
those unique interests and desires.
Remember that communication is social.
By nature of their disability, individuals with ASD have delayed or
disordered social-communication abilities. At the core of any AAC training
must be the teaching of the process of communication, most important.
how to make spontaneous initiations. Initial training must be extremely
clear, positive and meaningful. If not, training may fail.
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