Augmentative and Alternative Communication for Children, Adolescents and Adults with Developmental Disorders

Glossary

Resources

Introduction
On language and speech
The history of augmentative and alternative communication
Individuals who need non-vocal communication systems differ
Overview of the chapters
Terminology

1. Augmentative and alternative communication
Manual signs
Graphic communication symbols
Pictures
Orthographic writing
Tangible and tactile symbols
Choosing between manual signs and graphic communication symbols
Usage in everyday life

2. Communication aids
Classes and types of communication aids
Other areas of assistive technology
Access
Choosing a communication aid
Some characteristics of aided communication

3. Children and adults in need of augmentative and alternative communication
Three functional groups
The most common diagnostic groups in need of AAC
Some common issues related to communication intervention with individuals who have severe communication disorders

4. Assessment
Assessment and prediction
The AAC Pyramid: A framework for assessment and follow-up
Assessment methods
Starting with basic information
General issues
Motor skills
Vision and hearing
Communication and language
Challenging behaviour
Assessment of communication partners and environment
Evaluating the language intervention
Information transfer when changing school, work and home
Putting plans into action: Defining areas of responsibility

5. Intervention situations
Communication situations
Inclusion
Organizing instructional situations
Planning for generalisation, maintenance and transfer of skills to new situations
Duration and location of training sessions
Structuring
Structured or unstructured intervention situations
Planned and unplanned language use

6. Intervention strategies
Evidence based practice
Initiating AAC intervention
Joint attention
Implicit and explicit learning and teaching
Usages of manual signs and graphic symbols
Early strategies for promoting use of AAC
Further AAC teaching strategies
Preparatory training
Formal education of AAC
The problem of facilitating techniques
AAC in bilingual environments
The effect of AAC on speech development
Terminating intervention with AAC

7. The first signs and symbols
Existing communication
Fast mapping
Over-extension and under-extension
General and specific vicabulary
Communicative success
Repetitions
Motor skills
Perception
Iconicity
Simple and complex concepts
What to expect in the early phase

8. Further vocabulary development
Calculating the size of vocabularies
Organizing the selection of vocabulary
The alternative groups
The supportive language group
Expressive language group
Expanding vocabulary use with combinations and polysemy
Ready-made vocabularies
Twenty-four principles for a developmental and balanced vocabulary
Individual dictionaries
From graphic symbols to orthographic script

9. Sentence formation with manual signs or graphic symbols
Strategies for supporting sentences with signs or symbols
Sign or symbol order
Inflections and grammatical signs and symbols
Ready-made sentences
Cognitive effort
Language experiences
Sentences as frames for comprehension
Variation in language use

10. AAC, participation and activities
Routine activities and variation
Play
Dialogue plans as part of an activity
From role play to the real world
Interactive picture book reading
AAC and participation in social media
AAC in challenging circumstances

11. Conversational skills and narratives
Starting, changing and ending conversations
The alternative language group
The supportive language group
The expressive language group
Narratives

12. The language environment
Adapting the early and later language environment
The simultaneous use of speech and manual signs or graphic symbols
AAC in the family
AAC and the peer environment
Adult AAC users as role models
Support of educational and other staff
Concluding comments

13. References

Biography

Stephen von Tetzchner is Professor Emeritus of Developmental Psychology at the Department of Psychology, University of Oslo, Norway.

Harald Martinsen is Professor Emeritus at the Department of Special Needs Education, University of Oslo, Norway.

Kristine Stadskleiv is Professor at the Department of Special Needs Education, University of Oslo, Norway.

"This will become the next ‘go-to’ textbook for off the shelf and up to date guidance that is relevant to the vast array of children, young people and adults who benefit from AAC."
Janice MUrray, Department of Health Professions, Faculty of Health and Education, Manchester Metropolitan University

"The book is accessible and unique in its focus on explanations rather than on simply recipes on "how to do it". It provides accessible yet sound reasonings behind the choice of particular form of AAC or sets of intervention strategies."
Gloria Soto, Professor, Department of Speech, Language and Hearing Sciences, San Francisco State University

"...the text can fill an important gap in highlighting the life-time impact of developmental disorders and the changing role of AAC across all life stages... I anticipate that it will become a key reference in most programmes where AAC is a curriculum focus..."
Martine M. Smith, Professor Clin. Sp. & Language Studies, School of Linguistic, Speech & Communication Sciences, Trinity College Dublin