1. Augmentative and Alternative Communication Assessment and Intervention
SPED 5320/6320
Augmentative and Alternative Communication Assessment and Intervention

2. Mid-Term Evaluation (of me)
What’s working?
What’s not?
What can I do to enhance your learning in this class?

3. In Two Weeks… Making Single Switches and Battery Interrupters
Housing for Switch
Reimbursement
$4.75 (or donate switch to me)

4. General Philosophical Basis for Implementing AAC
The art and science of AAC is still a developing field
Implementing AAC consumes an enormous amount of time and energy

5. General Philosophical Basis for Assessment and Evaluation
ongoing team processes
AAC utilizes multiple systems
AAC requires a multifaceted assessment
Vocabulary Selection is an ongoing processes

6. Ongoing Team Process
Failure to involve the team in decisions can result in technology abandonment
Team members need information, how that information is provided can be as important as what is provided
The introduction of technology into a child’s life is likely to have effects on the child and the team
Team members may have different perceptions and values, based in part on differing cultural backgrounds

7. Ongoing Team Process Always consider….
family’s concerns, needs, and goals about the child
family’s and child’s daily routines
family support and training needs/preferences
range of possible technology solutions
family’s desire for technology
family’s understanding of funding and ownership
family’s understanding of how technology may affect family routines
identification of settings in which technology might be used

8. AAC Utilizes Multiple Systems….
Vocal
Gestural
Graphic

9. Advantages and Disadvantages of Gestural and Graphic Modes…

10. AAC Assessment
Video

11. AAC requires a multifaceted assessment….
Opportunities for Communication and Participation
Current Communication Techniques
Potential to Increase Natural Abilities

12. AAC requires a multifaceted assessment...
Symbolic Representation
Visual, Hearing, Tactile Capabilities
Motor Capabilities
Gestural Capabilities
Direct Selection and/or Scanning
Cognitive Skills

13. Intervention Strategies (cont.)
Sensitizing Communication Partners
Houghton et al (1987)
37 students with severe disabilities
coded student initiations and partner responses
partners responded to 7-15% of initiations
Strategies
communication diary
consistently interpret and respond to behaviors as if they are intentional
Teach in routine contexts
row-row-row your boat
action + cause + action

14. Intervention Strategies (cont.)
Choice Making
Symbols
real objects
photographs
line drawings
etc.

15. Intervention Strategies (cont.)
Topic Setting Strategies
Collections
Remnant Books
Recorded Messages
MiniBoards
special events
mini-activities

16. Intervention Strategies (cont.)
Aided Language Stimulation

17. Direct Selection with Single Switch Technology
Why use switches?
Cognitive (e.g., cause-effect)
Motor (reaching, pressing)
Social and Play (e.g. interactions with peers/adults)

18. Obtaining Single Switches
Types of Switches
Push
Pull
“Sip and Puff”
Tilt
Obtaining Switches
Manufacturers
Home-Made

19. Single Switch Activities
Battery Operated Devices
Battery interrupter
Modify the device
Electronic Devices
Switch Interface
Computers
Peripheral

20. Infusing Single Switch Technology…
Incorporating Single Switch Technology into a Preschool Classroom
within a theme
across a school day