Emily Weyman

 AAC - “AAC is defined as an area of clinical practice that attempts to compensate temporarily or permanently for the impairment and disability of individuals with severe expressive communication disorders” (Lee, Jeong, & Kim, 2013, p. 2009)  Aided v. unaided (Sigafoos, Didden, Schlosser, Green, O’Reilly, & Lancioni, 2008, p. 72)  D/HH – do not communicate solely through auditory-oral means due to hearing loss

 Although geared and marketed toward hearing children with disabilities, technologically advanced augmentative and adaptive communication (AAC) can be beneficial to the communication of deaf/hard-of-hearing (D/HH) children.

 ERIC: EBSCO  PsycINFO  MEDLINE Complete  Google Scholar Deaf, Disabilities, augmentative communication Deaf, Disabilities, AAC Deaf or Hard-of-Hearing, Disabilities, augmentative communication or AAC Disabilities, augmentative communication or AAC Autism Spectrum Disorders, augmentative communication or AAC Hearing loss, augmentative communication or AAC

 Communication needs of D/HH with multiple disabilities  Success rates of AAC use  D/HH and AAC  future research implications

 High incidence of sensorineural hearing loss and multiple disabilities (Meinzen-Derr, 2011)  Increased presence of autism in population with hearing loss (Malandraki & Okalidou, 2007)

 Lack of success with commonly used habilitation approaches (Lee et al., 2013, p )  Special considerations  Particular need for eye contact  Physical limitations implications on ASL (Davis, Barnard- Brak, Dacus, & Pond, 2010)  Affect on diagnosis  lack of norm-referenced assessments  communication difficulties during assessment (Wiley, Gustafson, & Rozniak, 2014, p. 40)

 Expressive & receptive language  Increase in social interaction  Rate of speech development  Quantity of expressive statements

 Mostly case studies  Malandraki & Okalidou (2007)  10-year-old Deaf boy with autism  implemented PECS  improved psychosocial functioning, quantity of communication initiations, overall behavior ExchangeCommunicationSystemPECS.html

 Lee et al. (2013)  implemented VOCA with children with CIs and multiple disabilities  increased vocabulary, frequency of communication, speech production

 Communication mode assessment (McKenzie, 2009, p. 241)  AAC type assessment (Mirenda, 2005, p. 52)  Age of implementation (Ganz, Earles-Vollrath, Mason, Rispoli, Heath, & Parker, 2011) featsonevada.squarespace.com /tobii-sono-flex-review

 Fear of decreased speech/sign  Importance of multiple modes  Increase of speech development (Light, 2007, p. 2) children/early-childhood-programs/deaf-hard-of- hearing-program

Positive research Possession of tools Implementation of AAC use in D/HH with multiple disabilities Professional Development

 Bradley, L. A., Krakowski, B., & Thiessen, A. (2008). With little research out there it's a matter of learning what works in teaching students with deafness and autism. Odyssey: New Directions in Deaf Education, 9(1),  Davis, T., Barnard-Brak, L., Dacus, S., & Pond, A. (2010). Aided AAC systems among individuals with hearing loss and disabilities. Journal of Developmental & Physical Disabilities, 22(3),  Ganz, J. B., Earles-Vollrath, T. L., Mason, R. A., Rispoli, M. J., Heath, A. K., & Parker, R. I. (2011). An Aggregate Study of Single-Case Research Involving Aided AAC: Participant Characteristics of Individuals with Autism Spectrum Disorders. Research In Autism Spectrum Disorders, 5(4),  Guardino, C.A. (2008). Identification and placement for deaf students with multiple disabilities: Choosing the path less followed. American Annals of the Deaf. 153(1),  Johnson, J.M., Inglebret, E., Jones, C. & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication. 22(2)

 Lal, R. (2010). Effect of Alternative and Augmentative Communication on Language and Social Behavior of Children with Autism. Educational Research And Reviews, 5(3),  Lee, Y., Jeong, S., & Kim, L. (2013). AAC intervention using a VOCA for deaf children with multiple disabilities who received cochlear implantation. International Journal of Pediatric Otorhinolaryngology, 77(12),  Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. AAC: Augmentative & Alternative Communication, 23(3),  Malandraki, G. A., & Okalidou, A. (2007). The application of PECS in a deaf child with autism: A case study. Focus on Autism and Other Developmental Disabilities, 22(1),  McKenzie, A. R. (2009). Unique considerations for assessing the learning media of students who are deaf-blind. Journal of Visual Impairment & Blindness, 103(4),

 Meinzen-Derr, J., Wiley, S., Grether, S., & Choo, D. I. (2011). Children with cochlear implants and developmental disabilities: A language skills study with developmentally matched hearing peers. Research in Developmental Disabilities: A Multidisciplinary Journal, 32(2),  Mirenda, P. (2005). AAC for individuals with autism: From symbol wars to EBP. Short course presented at the annual convention of the American Speech Language Hearing Association, San Diego, CA.  Shuler-Woodard, D. (2009). Technology--and colorado early education staff--helping deaf and hard of hearing children with disabilities. Odyssey: New Directions in Deaf Education, 10(1),  Sigafoos, J., & Didden, R., Schlosser, R., Green, V. A., O’Reilly, M. F., & Lancioni, G. E. (2008). A review of intervention studies on teaching AAC to individuals who are deaf and blind. Journal of Developmental & Physical Disabilities, 20,  Wiley, S., Gustafson, S., & Rozniak, J. (2014). Needs of parents of children who are Deaf/Hard of hearing with autism spectrum disorder. Journal of Deaf Studies & Deaf Education, 19(1),