And Alternative Communication Services Research Articles

Conversations with Mexican Americans Regarding Children with Disabilities and Augmentative and Alternative Communication

Focus groups consisting of seven family members of children with disabilities provided information for identifying and understanding issues influencing augmentative and alternative communication (AAC) practices within a Mexican American community. The authors used a content analysis of the conversations to identify seven general perspectives: (a) Children understand the nonverbal communication of persons around them; (b) aided techniques are useful outside of the home; (c) families have great respect for professionals; (d) there is a need to focus on the human condition; (e) there is a preference for shared responsibility between the extended family members and professionals; (f) emphasis should be placed on the performance of simple tasks; and (g) devices in Spanish are needed. Emphasis is placed on qualitative research strategies that can provide cross-cultural awareness for practitioners providing AAC services.

Collaborative Practices Related to Augmentative and Alternative Communication

Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development and implementation of augmentative and alternative communication (AAC) interventions requires the expertise and involvement of additional educational team members (e.g., general and special education teachers, physical therapists, parents). Effective collaboration by these team members is necessary to develop and implement appropriate AAC interventions for students with disabilities. However, it is unclear if university preservice training programs for SLPS are providing appropriate knowledge and skill training in the collaborative skills that are critical to the appropriate provision of services to students who require AAC. This article discusses specific collaborative skills required for AAC service delivery and examines available information about the state of the profession with regard to preprofessional preparation in collaboration skills for team members. Data from a pilot survey of the preservice professional training experiences in the area of collaboration for SLPs and special and general educators who teach students who use AAC are presented, as is information from university faculty who currently teach AAC courses. Suggestions are provided regarding further examination of issues related to preservice training for team members who provide AAC services to students in schools.

Professional Skills for Serving Students Who Use AAC in General Education Classrooms: A Team Perspective.

The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skills regarded by educational team members as necessary to support students who used AAC in general education classrooms. Educational teams consisted of speech-language pathologists, classroom teachers, inclusion support teachers, instructional assistants, and parents. All valued the ability to work collaboratively, provide access to the core curriculum, cultivate social supports, maintain and operate the AAC system, and create classroom structures to educate heterogeneous groups of students. Implications are discussed for AAC service delivery and the professional preparation of speech-language pathologists serving as members of AAC teams in inclusive classrooms.

Preliminary survey of speech-language pathologists providing AAC services in health care settings in Nebraska

The purpose of this study was to examine the augmentative and alternative communication (AAC) continuing education needs, perceived competence levels, and current AAC practices of speech-language pathologists (SLPs) working in health care settings in Nebraska. Surveys were mailed to all licensed SLPs in the state of Nebraska; 60% responded. Sixty-nine percent of the respondents working in health care settings reported having at least one AAC user on their current caseload. The respondents rated their need for AAC continuing education as moderate for many etiologies of communication impairment. Respondents with AAC users on their caseloads perceived a higher level of competence to provide AAC services than respondents without AAC users on their caseloads. Respondents reported many different AAC techniques as successful for people with communication impairments in health care settings.

Building competencies in augmentative and alternative communication among professionals

A three-pronged training and support model to develop competencies in augmentative and alternative communication (AAC) for professionals is described. It includes competency in AAC at an awareness level, basic AAC competencies for speech-language pathologists and occupational therapists, and specialized AAC competencies for transdisciplinary AAC service providers. Competency building techniques for these levels are described and evaluative data and recommendations for future research are shared.

Special education teacher attitudes toward AAC: preliminary survey

This preliminary study was designed to investigate the attitudes of special education teachers in a midwestern state toward the use of augmentative and alternative communication (AAC) systems by students with severe communication impairments. A focus group of professionals working with AAC users was used to develop a survey instrument that was sent to 317 special education teachers. Results indicate that teachers' perceptions of their students' abilities to learn to communicate more effectively was the strongest positive influence on their intentions to use AAC systems in the classroom. However, teachers' perceptions of students' abilities appeared to be strongly affected by perceptions of their own skills and responsibilities to provide communication training in the classroom. Implications of the results with regards to AAC service delivery and teacher preparation programs are discussed.

Augmentative and Alternative Communication Impact on Families: Trends and Future Directions

Family issues must be considered prior to the prescription of augmentative and alternative communication (AAC) for children with disabilities. A review of the literature is provided regarding three emerging trends related to AAC impact, including the prescription of appropriate AAC devices, implementation of AAC across multiple contexts, and maintenance of AAC use and anticipation of transition needs. The review suggests that failure to consider family issues may contribute to increased family stress and failure of children and families to use these devices. Future directions in AAC service delivery are summarized.

The Communication Resource Center: A New Jersey AAC service delivery model

Many clients served by the New Jersey Department of Human Services have severe communication disorders, and the prognosis for their acquiring speech remains guarded. Prior to the establishment of the Communication Resource Center (CRC), the Department had no systematic approach to serving these individuals. Frequently, communication systems were ordered from catalogues by staff who had received no training in the appropriate augmentative and alternative communication (AAC) evaluation strategies. Clients were not well served, and monies were ill spent as a result of such educationally and clinically unsound procedures. In the Fall of 1985, the Department's Office of Education established the CRC to provide AAC services to individuals throughout the State. This paper presents demographic and clinical data concerning the individuals who have been referred to the CRC from 1986 through 1989.

Roles and responsibilities of special education teachers serving on teams delivering AAC services

The purpose of the study was to gather information about the background, roles, and responsibilities of special education teachers who serve on teams that deliver augmentative and alternative communication (AAC) services across the United States. A sample of 204 teachers was identified by school administrators whose addresses were obtained from the American Speech-Language-Hearing Association (ASHA). The results were analyzed using descriptive and correlational measures. The results indicated that typical respondents served on teams that delivered AAC for 2 to 3 years, had Master's degrees, and had some education in the AAC area. In most cases, AAC services were provided through general purpose diagnostic/educational planning teams that met monthly and served 6 to 10 AAC students per week. The majority of such teams served students diagnosed with a variety of handicapping conditions. Several other descriptors of the teachers and their teams are also reported in the study. The primary AAC roles and respons...

University students using augmentative and alternative communication in the USA: a demographic study

The purpose of this study was to collect demographic data reflecting the use of augmentative and alternative communication (AAC) techniques by university students having disabilities relating to communication impairments who were enrolled in university programs in 1988-1989. Specifically, the objectives of the study were to: (1) identify the types of disabilities related to communication impairments reported on university campuses in 1988; (2) describe the professional services available to university students who are disabled; (3) tally the numbers of university students receiving speech-language pathology (SLP) services, in general, and AAC services in particular; and (4) summarize the AAC techniques used on university campuses. Through a self-administered, mail questionnaire 150 disabled student services programs across 42 states were surveyed. The response rate was 65 percent, with 98 programs within 38 states responding. Data summarizing types of disabilities related to communication impairment, professional services provided, SLP services, and AAC techniques utilized are presented. Implications for the provision of university services in the 1990s are discussed.

Augmentative and alternative communication: an evolving field*

The field of augmentative and alternative communication (AAC) continues to evolve and continues to undergo changes. A recent meeting of several members of the AAC community provided an opportunity to reflect upon current issues of concern. This paper extrapolates several common themes that emerged from discussions and four think tank articles, including integrated AAC services, interdisciplinary cooperation, AAC user involvement, and vocabulary selection. These four themes are discussed in terms of continuations and changes within the field since the first think tank in 1987. Cognitive science and AAC as well as the role of graphic symbols in the language acquisition process of individuals with severe intellectual disabilities emerged as new and challenging issues.