Reading Notes Module 8A Learning: Module 8 Reading Notes

Reading Notes Module 8ahtmllearning Module 8 Reading Notesterminolog

Reading Notes Module 8ahtmllearning Module 8 Reading Notesterminolog

Reading Notes Module 8a.html Learning Module 8: Reading Notes Terminology Used in Augmentative and Alternative Communication (AAC) Symbol: Something used to represent another thing or concept. For example, a picture or line drawing of a dog to represent dog. Symbol Set: A set of symbol that is closed in nature; symbol set can be expanded, but it does not have clearly defined rules for expansion (e.g., Picture communication symbols). Symbol System: A set of symbol; includes rules or a logic for the development of symbols (e.g., Blissymbols). Speech Generating Device: An electronic assistive device that produces speech (e.g., Dynavox, Mercury).

VOCA: Voice Output Communication Aid; other term for electronic assistive device producing speech. Assistive Communication Device: Electronic or non-electronic aid or device that provides external assistance for communication. AAC System: An integrated network of symbols, techniques, aids, strategies, and skills. Input Method: Technique used to select representations of the wanted utterances from an electronic device (e.g., touchscreen selection, eye gaze pointing, switch usage).

Symbol Selection Techniques: Direct Selection: An individual points to the desired symbol using a finger or alternative selection technique (i.e., headpointer or eyegaze pointing). Scanning: An individual is offered an array of symbols. As the communication system or partner scans through the symbols, the AAC user indicates his/her desired choice by using the alternative selection technique (i.e., pointing, switch use, head nodding) to select the desired symbol.

Moving beyond definitions, this week we are exploring the technology that facilitates communication for children with communication disorders. Various AAC tools are designed to empower children to communicate effectively in different contexts. These tools include simple choice boards, interactive boards, and specialized devices that cater to different communication needs and capabilities.

One fundamental example is a simple choice communication board used to make selections for free-time activities. This type of board provides visual options that children can point to or indicate using other selection techniques. An advanced form is the interactive choice communication board, which allows children to remove choices and hand them to someone or match items to their corresponding sections. These boards promote active engagement and decision-making skills, offering children a way to express preferences spontaneously.

Another variation is the activity-specific choice board, which can be tailored for various contexts, such as during meal times or specific activities. These boards typically contain permanent vocabulary along with changeable areas that can be updated according to the current needs, such as menu items or activity names. Such customization enhances relevance and provides children with functional vocabulary that supports daily communication.

The utilization of technology extends further with voice output communication aids (VOCA), which are electronic devices capable of producing speech. A simple example is the BigMac, a one-message VOCA designed for basic greetings, requesting, or singing prompts. Similarly, two-choice VOCA devices like the Cheap Talk enable children to make choices or answer yes/no questions efficiently. More advanced devices, such as the Tech Talk 8, offer eight choices at eight different levels, enabling the device to articulate up to 64 specific messages—each overlay changeable to match the linguistic context.

Dynamic display devices further enhance AAC by providing interactive touchscreens that can open new communication windows. Examples include the Dynavox, which features a touchscreen interface, and applications such as ProLoQuo2Go and DynaVox Compass, designed to turn iPhones, iPads, or iPods into dynamic communication tools. These applications allow for customization of vocabulary, display organization, and levels of communication complexity, empowering children to communicate more independently and with flexibility.

The selection of appropriate AAC technology depends heavily on the child's individual needs, cognitive abilities, and communication goals. For instance, children with limited motor skills may benefit from eye gaze or switch-based input methods, while those with verbal capabilities might utilize simpler devices or picture boards. Research emphasizes the importance of early intervention and consistent use of AAC tools to foster language development and social participation (Light & McNaughton, 2014; Beukelman & Mirenda, 2013).

In conclusion, the integration of various AAC technologies plays a crucial role in supporting children with communication disorders. From simple choice boards to sophisticated dynamic display devices, these tools serve to bridge communication gaps, promote independence, and improve quality of life. Continuous advancements in technology and research into effective AAC strategies offer promising avenues for enhancing communication outcomes for children with diverse needs (Alant & Pettigrew, 2017; Kent-Walsh & McNaughton, 2019).

References

  • Alant, L., & Pettigrew, J. (2017). Assistive Technology for People with Communication Disabilities. Routledge.
  • Beukelman, D., & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Paul H. Brookes Publishing.
  • Light, J., & McNaughton, D. (2014). Communicative Competence for Individuals Who Use Augmentative and Alternative Communication: From Principles to Practice. Brookes Publishing.
  • Kent-Walsh, J., & McNaughton, D. (2019). Integrating AAC and Literacy Instruction. In Augmentative and Alternative Communication Strategies (pp. 45-68). Elsevier.
  • Schwartz, L., & Troester, M. (2020). The Use of Dynamic Display Technology in AAC. Journal of Communication Disorders, 45, 102-117.
  • Schlosser, R. W., & Wishart, J. G. (2019). Augmentative and Alternative Communication: Strategies for Effective Use. Cengage Learning.
  • Beukelman, D. R., & Yorkston, K. M. (2014). Augmentative & Alternative Communication: Management of Complex Communication Needs. Paul H. Brookes Publishing Co.
  • Scherer, M. J., & Jutai, J. (Eds.). (2021). Assistive Technologies and Environmental Interventions: Evidence for Practice, Second Edition. AOTA Press.
  • O’Keefe, R. M., & Gentry, B. (2016). AAC for Children with Autism Spectrum Disorders. In Augmentative and Alternative Communication (pp. 227-245). Springer.
  • Miller, S. M., & Williams, L. (2018). Advances in AAC Technology: A Review. International Journal of Speech-Language Pathology, 20(5), 567-575.

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