Una revisión sobre la aplicación de estrategias para aumentar el input de la comunicación aumentativa y alternativa asistida en personas con trastornos del desarrollo

Abstract

Children and adults who use Augmentative and Alternative Communication (AAC) do not acquire the same kind of linguistic input with their AAC systems as typical development children do. Asymmetry between communication modes and the lack of communication models in their environment that may teach them how to effectively use their systems are among the main reasons. Nevertheless, linguistic input may be enhanced by ‘augmenting’ it in order to facilitate language and communication development. This may be accomplished by using augmented input strategies, such as aided language modeling or aided language stimulation to teach graphic symbols to AAC users. The main goal of augmenting input is to provide a model for graphic symbols use as a viable communication mode. In this article some crucial aspects of learning and use of AAC systems such as the importance of augmenting input, the main intervention techniques based on augmenting input for receptive and expressive communication, as well as the most relevant research results in the application of this techniques for children and adults with different kind of developmental disabilities will be addressed.