innovative devices, tools, and communication methods that
TRANSCRIPT
Erin Sheldon, M. [email protected]
Innovative devices, tools, and communication methods that could change your life!
Aided language input
Why do we communicate?• Share information• Social interaction• Effect change, influence others• Share opinions and preferences• Share our stories and experiences
Communication is when one person shares something the other person did not already
know they were thinking.
Receptive Communication/
Listening
Reading
Expressive Communication/
AAC
Writing
Oral and Written Language Development (Koppenhaver, Coleman, Kalman & Yoder, 1991, adapted from Teale & Sulzby, 1989)
If you grew up without speech, what did your communication
look like?
Requests
Testing
Using your body
For persons who have never had speech or
literacy:
Have they ever had a model of language they
could access?
Spoken language is inaccessible to students who cannot speak
The oral language received by children who cannot generate speech does not serve as a
useful model on which the children can observe, experiment, imitate, and respond.
Goossens’, Crain, & Elder, 1992
Spoken language is inaccessible to children who cannot speak
Children who cannot produce speech experience minimal exposure to the use of visual symbols to
communicate.Unlike children who can speak, children with
complex communication needs are rarely immersed in modes of communication they can
observe, comprehend, imitate, and finally express.
Drager et al., 2006; Goossens’ & Kraat, 1985
Input Output
Spoken Language Spoken Language
Spoken Language Aided Language
Spoken Language Development
Aided Language Development?
Burkhart & Porter, 2006
Aided Language Spoken Language (Sign Language)
Aided Language (Spoken Language)
(Sign Language)
Aided Language Development using Aided Language Stimulation
Input Output
Burkhart & Porter, 2006
What is AAC?
An alternative or an augmentation (addition) to the oral/auditory symbol system of spoken
language:
Manual sign language
Visual alternative language
Beukelman & Mirenda, 2012
With any alternative communication system:
What peoplecan express is the floor,
not the ceiling, of their comprehension.
Why AAC?
In the absence of a formal signed language (such as ASL or Makaton),
unaided communication methods such as idiosyncratic manual signs are
inadequate to express abstract thoughts, such as messages about the past or future.
Beukelman & Mirenda, 2012
Why do we model AAC?
By observing visual symbols as they are used by communication partners during motivating
activities, children learn how visual symbols can be combined and recombined to generate
communicative messages.
Beukelman & Mirenda, 2012
Aided language input
The adults and peers model the use of augmentative communication strategies that are
accessible to our student who cannot speak.
We teach our student that there are two ways to express the same message.
We model a second, accessible way to augment our spoken language.
Aided language input
Communication partners provide aided language input by highlighting symbols on the child’s communication display as they interact
with the child verbally; highlighting the symbol supports the child to
map the verbal utterance to a concrete symbolic referent.
Elder & Goossens’, 1994
General rule: model symbol use one level above your student
Student is not using symbols: model one- or two key words
Student is using a single symbol at a time: model two- or three-symbol messages
Student is using 2-symbols together:model 3-5 symbol messages
Go Like
You go I like
You want to go You want that
You don’t like that!
What matters most is the quality of the interaction:
having “conversational duets” with people you care about about things/
activities you care about.
Golinkoff & Hirsh-Pasek, 2015
Aided language input results in long-term skill development
• Significant gains in basic expressive communication and
receptive understanding• Significantly increases knowledge of, and use of, visual symbols• Most children learn to generate multi-word messages• Increases participation in classroom activities• Equally effective across the lifespan: children, teens, and adults• Gains persist long-term and significantly surpass the expressive
and receptive communication skills of ability-matched controls.
Dada & Alant, 2009; Harris & Reichle, 2004; Romski & Sevcik, 1996; Romski, Sevcik, Adamson, & Bakeman, 2005; Romski et al, 2010
Every individual is ready for aided language input
Individuals with strong expressive skills observe a model of more sophisticated communication skills, such as
conversation and story telling.
Individuals with strong receptive understanding discover a ramp to access the spoken language of the people around
them.
Individuals who struggle to comprehend spoken language discover a visual support to anchor their comprehension; we
speak slower and use a more strategically planned vocabulary when we model AAC.
Research and Practice for Persons with Severe Disabilities
1 –15© The Author(s) 2016
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DOI: 10.1177/1540796916638822rps.sagepub.com
Article
AAC Modeling Intervention Research Review
Samuel C. Sennott1, Janice C. Light2, and David McNaughton2
AbstractA systematic review of research on the effects of interventions that include communication partner modeling of aided augmentative and alternative communication (AAC) on the language acquisition of individuals with complex communication needs was conducted. Included studies incorporated AAC modeling as a primary component of the intervention, defined as the communication partners (a) modeling aided AAC as they speak and (b) participating in the context of a naturalistic communication interaction. This review used a best-evidence approach, including nine single-case studies, with 31 participants, and 70 replications, and one quasi-experimental randomized group design study, including 63 participants. The results of the review indicated that AAC modeling intervention packages led to meaningful linguistic gains across four areas including (a) pragmatics, marked by increases in communication turns; (b) semantics, marked by receptive and expressive vocabulary increases; (c) syntax, marked by multi-symbol turn increases; and (d) morphology, marked by increases in target morphology structures.
Keywordsaugmentative and alternative communication, aided language stimulation, AAC modeling, communication, complex communication needs
The purpose of this article is to present a systematic review of research documenting the effects of language interventions for people with complex communication needs that include communication partners model-ing the use of augmentative and alternative communication (AAC). A review of AAC modeling interven-tions is important because of a strong theoretical foundation for the significance of language input in the language acquisition process, which is presented in general linguistic literature (Gallway & Richards, 1994; Gerken, 2008; Hart & Risley, 1995; Hirsh-Pasek & Golinkoff, 1996), sign language literature (Bavelier, Newport, & Supalla, 2003; Newport & Supalla, 2000), and AAC-related literature (Goossens’, Crain, & Elder, 1992; Light, 1997; Romski & Sevcik, 1996; M. Smith & Grove, 2003).
Language Development for Children Using SpeechFor many individuals, speech serves as their primary language tool, and the development of sophisticated speech and language skills occurs in a relatively fluid sequence throughout childhood and early adolescence (Adamson, 1995; Brown, 1973; Hart & Risley, 1995; Tomasello, 2003). This development of communication skills begins in the first years of life, and during this time, children experience rich models of speech (Gallway
1Portland State University, OR, USA2The Pennsylvania State University, University Park, USA
Corresponding Author:Samuel C. Sennott, Assistant Professor of Special Education, Universal Design Lab, Portland State University, Post Office Box 751, Portland, OR 97207, USA. Email: [email protected]
638822 RPSXXX10.1177/1540796916638822Research and Practice for Persons with Severe DisabilitiesSennott et al.research-article2016
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Which AAC system is best?
The system that the most communication partners can understand and use that our child
can access, explore, imitate, babble, and eventually express.
It is time… to stop asking if a child is ready for a
communication system.
It is time… for families to ask what communication
system we can model.
It is time… for professionals to ask what support
families need to model AAC.