Any individual who finds it difficult to verbally communicate may be able to express themselves through augmentative and alternative communication. Augmentative and alternative communication (AAC) includes all forms of communication other than verbal speaking. For example, AAC may incorporate the use of gestures, facial expressions, sign language, picture symbol communication boards and writing. Today, special electronic AAC devices (high tech and low tech) are available to those with severe speech and language impairments.
Depending on the individual an AAC system may be utilized as an additional support method to a moderately impaired verbal communicator, or in more severe cases, the AAC system may act as the sole replacement for expressive speech output altogether. Since therapists have implemented AAC methods in their practices over the past twenty-five years, children have shown an increase in social interaction, academic performance and feelings of self-confidence and independence. In addition, AAC systems have also shown to be extremely beneficial in decreasing overall frustration. This is because with an assistive or alternative communication system, the individual is given the tools to be able to request needs, wants and offer protests. Depending on the specific disability though, some individuals may use an AAC system for a short period of time, or in more severe, long-term disability cases, one may use an AAC system their entire life.
Common diagnoses (pediatric and adult) which have shown to benefit from AAC systems are as follows:
Although AAC systems are used to enhance expressive communication, if an individual can speak, even just minimally, they should continue to do so with the support of AAC.
There are many types of AAC systems available, but the systems are generally divided into two categories: Unaided and Aided. According to the American Speech and Hearing Association (1997-2009), the best AAC method for an individual may include both aided and unaided systems to accommodate variable situations and environments.
The American Speech and Hearing Association provide a description of the two AAC categories:
Unaided AAC: This system does not provide voiced speech output or contain electronic hardware. Unaided systems include gestures, body language, sign language, and communication boards. Communication boards can display written words, letters, numbers and picture symbols, such as Mayor-Johnson picture communication symbols.
Aided AAC: This system contains an electronic assistive technology component that does provide voice speech output in some devices. Speech generating devices allow the user to create messages in combination with the visuals (letters, words, phrases and picture symbols).
Now, what is the process of AAC?
Kangas and Llyod (1998) as referenced by About.com states that there are three areas to consider in the AAC process.
If an individual requires an AAC evaluation, it would be conducted by a speech-language pathologist (SLP) with a consulting team of physicians, other therapists, psychologists, social workers and teachers who can provide additional and valuable information during the assessment process. Before even considering an AAC system though, an SLP needs to determine the individuals cognitive and physical abilities. An SLP needs to examine the following:
When choosing the most appropriate AAC system, one need to best decide what type of system will be the best match to the user. There is no single solution or set of procedures that will work for every child. Success depends on forming a relationship with the child and his or her caregivers and then creating a communication system that takes into account his or her unique characteristics (YAACK, 1999, para 2).
Informational AAC Reference Websites:
References:
Augmentiative and/or Assistive Communication. Retrieved from http://specialed.about.com/od/assitivetechnology/a/aac.htm.
Augmentative and Alternative Communication (AAC). Retrieved from http://asha.org/public/speech/disorders/AAC.htm.