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Comprehension in AAC Users, by Phebe Albert
efisher7
12/16/2016 8:36 PM
What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
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My child clearly tries to communicate his needs to me through gestures, sounds or language.
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Mastered
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging