AAC Presentation: Augmentative And Alternative Communication ✓ Solved

AAC Presentation Augmentative and alternative communication

AAC systems can be used to meet the needs of students with language impairment. There are many forms of AAC, and the selection of which AAC to use with a student must be based on their assessment results and discussed with a team of professionals as well as the family. Design a 10-15 slide digital presentation appropriate for a schoolwide professional development opportunity on the topic of augmentative and alternative communication systems.

Within your presentation, address the following:

  • Definitions of AAC systems
  • The three phases of assessment for AAC based on the participation model.
  • Features of high-tech and low-tech tools and their purposes in the classroom.
  • Examples of how to implement AAC to facilitate engagement in learning.
  • Advantages of multimodal communication.
  • Characteristics of students who typically benefit from AAC intervention.
  • Examples of assessment results that indicate students may be ideal candidates for such intervention.
  • The role of collaboration between IEP team members, administrators, and family members when choosing the appropriate AAC for a student.

Include a title slide, reference slide, and presenter’s notes. You may incorporate recommendations from Clinical Field Experience B within your presentation. Support your work with 3-5 scholarly resources.

Paper For Above Instructions

Introduction to Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) consists of various methods used to support individuals with communication disorders. AAC systems are crucial for students with language impairments, enabling them to express themselves more effectively, participate in classroom activities, and improve their overall educational experience. The selection of appropriate AAC tools is informed by the students' specific needs, which are determined through comprehensive assessments and discussions among educators, speech therapists, and families (Beukelman & Mirenda, 2013).

Definitions of AAC Systems

AAC encompasses both aided and unaided forms of communication. Aided AAC involves the use of external tools, such as communication boards and speech-generating devices, while unaided AAC relies on the individual’s body, such as gestures, sign language, and facial expressions (Light, 1989). Together, these systems can enhance students' abilities to communicate their needs, thoughts, and emotions in various contexts.

Three Phases of Assessment for AAC

The assessment process for AAC is typically composed of three phases based on the participation model:

  1. Phase 1: Referral and Initial Evaluation - This phase involves identifying individuals who may benefit from AAC interventions, assessing their communication needs, and determining initial communication modes.
  2. Phase 2: Detailed Assessment - A comprehensive evaluation is conducted to explore the individual's communication capabilities, preferences, and the environments where communication is required. This phase often involves observations, interviews, and standardized assessments.
  3. Phase 3: Implementation and Monitoring - After selecting appropriate AAC systems, ongoing monitoring and adjustments are made based on the student's progress and feedback from educators and family members (Romski & Allison, 2006).

High-Tech and Low-Tech Tools

AAC systems can be categorized into high-tech and low-tech tools. High-tech AAC tools include sophisticated devices that utilize voice output technology, such as speech-generating devices and communication apps on tablets and smartphones. These tools can support a wide range of communication needs but may require training (Koul & Pappas, 2016).

Low-tech AAC, on the other hand, includes tools like picture communication boards, symbol cards, and other tangible devices that do not require power. While these tools may not provide as extensive capabilities as high-tech systems, they can be effective for immediate communication needs and are often easier to implement (Barker & Kain, 2019).

Implementing AAC to Facilitate Engagement in Learning

Effectively implementing AAC systems in the classroom requires strategic planning. For instance, teachers can create an inclusive environment by incorporating AAC-use into daily activities. This might involve using communication boards during group discussions or encouraging students to use a device to express their opinions during lessons. Such practices not only empower students but also promote engagement and participation (Schlosser & Wendt, 2008).

Advantages of Multimodal Communication

Multimodal communication refers to the integration of various forms of communication, such as verbal speech, gestures, text, and symbols, to enhance understanding. Utilizing a multimodal approach in AAC supports diverse learning styles and communication preferences, thereby increasing engagement and comprehension among students with varied communication needs (Hulme & Snowling, 2013). This flexibility allows students to choose the most effective means of communication for different settings and contexts.

Characteristics of Students Who Benefit from AAC

Students who typically benefit from AAC intervention often exhibit characteristics such as difficulty with verbal communication, limited or absent speech, and challenges in using naturalistic communication (Beukelman & Mirenda, 2013). These students may experience a range of conditions including autism spectrum disorder, cerebral palsy, or developmental language disorders, all of which can necessitate the use of AAC systems.

Assessment Results Indicating Need for Intervention

Several indicators may suggest a need for AAC intervention, including persistent communication difficulties despite speech therapy, inability to express basic wants and needs verbally, and reliance on non-meaningful gestures rather than purposeful communication (Dada et al., 2016). Understanding these indicators aids in timely intervention, maximizing the student's potential to communicate effectively.

Collaboration Among IEP Team Members

Collaboration is critical when choosing the appropriate AAC system for a student. Effective teamwork among IEP team members, administrators, and families ensures that the selected AAC tool aligns with the student's unique communication needs and the educational setting (Thompson et al., 2017). Regular meetings to assess the student's progress and modify the AAC system as necessary foster a supportive environment conducive to learning.

Conclusion

Incorporating AAC into educational settings is vital for supporting students with communication impairments. Through appropriate assessment, the use of suited AAC tools, effective implementation practices, and collaborative efforts, educators can provide these students with the skills and opportunities required to succeed academically and socially. AAC is not just about the tools used; it is about enhancing communication and engagement in a way that empowers students to participate fully in their own education.

References

  • Barker, R. M., & Kain, D. J. (2019). Low-tech augmentative and alternative communication: Supporting students with severe communication disabilities. Communication Disorders Quarterly, 40(2), 79-88.
  • Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore: Paul H. Brookes Publishing Co.
  • Dada, S., et al. (2016). Indicators of need for AAC in children with severe speech and physical impairment. Augmentative and Alternative Communication, 32(4), 292-302.
  • Hulme, C., & Snowling, M. J. (2013). The interface between spoken and written language development: A comparison of typical and atypical development. Educational Psychology Review, 25(4), 404-418.
  • Koul, R., & Pappas, D. (2016). An evaluation of the effectiveness of high-tech AAC tools for students with speech and language disorders. Computers & Education, 95, 24-32.
  • Light, J. (1989). Review of augmentative and alternative communication for persons with severe disabilities: An overview. American Journal of Speech-Language Pathology, 3(1), 35-38.
  • Romski, M. A., & Allison, J. (2006). The role of language in communication with AAC users. Technology and Disability, 18(2), 75-82.
  • Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with developmental disabilities: A systematic review. Journal of Speech, Language, and Hearing Research, 51(1), 196-210.
  • Thompson, J. R., et al. (2017). Collaborating with families and caregivers in augmentative and alternative communication intervention. Language, Speech, and Hearing Services in Schools, 48(1), 40-54.

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