1. Communication Autism Spectrum Disorder Augmentative Communication Week 6

2. Language Comprehension

3. Language Comprehension: Barriers Related to Delays & Disabilities Barriers: Vision, Hearing, Motor, Cognition, Auditory Processing…

4. Language Expression

5. Language Expression: Barriers Related to Delays & Disabilities Barriers to producing words due to a delay or disability.

6. Impacts of Barriers to Language Development Reduced foundation for comprehension and language development Reduced understanding of the power of communication

7. A Bridge Over Barriers is Needed Augmentative & Alternative Communication (AAC) is an important bridge for many children with delays and disabilities AAC bridge may only be temporarily needed AAC bridge may be needed long term and expand into additional roles related to communication Children can’t wait for a bridge over barriers to language learning!

8. Definition of AAC ( ASHA, 2001 ) AAC is a set of procedures / processes to maximize communication skills for functional and effective communication It involves supplementing or replacing natural speech and/or writing with aided and/or unaided symbols

9. AAC Systems integrated group of components, including the symbols, aids, strategies, and techniques used by individuals to enhance communication. Aided systems and strategies Unaided systems and strategies

10. AAC systems 4 categories – Low tech – Simple digitized systems – Dedicated voice output systems Can be text to speech or digitized Multi-level or dynamic display – Personal-computer or other off-the-shelf voice output devices with specialized communication software

11. Remember the Intent of Augmentative Communication Communication Autonomy It should enable an individual to say what they want to say, when they want to say it

12. LANGUAGE IS LEARNED BY BEING IMMERSED IN A NATIVE LANGUAGE ENVIRONMENT, WHERE THE CHILD CAN FREELY INTERACT WITH AND TRY OUT HER DEVELOPING SKILLS.

13. Receptive Input First Aided language does not naturally exist in the environment. – Children cannot spontaneously learn something that is not there. Child can only demonstrate ability to use what has been set up for use. Others can only be influenced by child’s use of what has been set up to use.

14. Two Paths of Aided Language Use Based on the comprehension of speech – Similar to second language learning Very limited or no comprehension of spoken language and acquire a communication system without reference to speech – Independent creation of a meaning system with ACC language forms Similar to first language learning

15. Questions to ask yourself: Does every child have a meaningful role in this activity? Do I need to adapt the activity? Do I need to alter the activity? Are the expectations understandable to each child? Do I need to make key information more salient? Are my assumptions reasonable?

16. Specifics of each idea depend on: age skill level motivation/preferences But underlying thought process behind these ideas is what is key – any activity and situation can be adapted for any child to allow increased participation.

17. Emergent Expressive Language Emerges from child’s intent Child’s agenda Early attempts are responded to as meaningful and shaped over time within meaningful contexts Requiring too much “ correctness” early in the language learning process, can derail the developmental process by underminding the child’s confidence as a learner