Responding Following The Established Guidelines: The Answer

Respond Following The Established Guidelines The Answer Must Be

Respond following the established guidelines. The answer must be of a substantial nature and with quotes present in the textbook. Agree or disagree is not appropriate. Only use this book and specific pages. Represent the quotes (author, year, and page) when reflecting the content in your paragraphs with concepts fundament or content about the title: Augmentative and Alternative Communication. Implementing AAC SAugmentative and Alternative Communication. Implementing AAC System Chapter 15 page 236 Textbook: Kuder, S. J. (2018). Teaching students with language and communication disabilities. Boston, MA: Pearson. Peer: Laura LLedo Augmentative and Alternative Communication. Augmentative and alternative communication (AAC) systems are designed to supplement or replace the natural language and communication of persons with disabilities. The International Society for Augmentative and Alternative Communication (ISAAC) has defined augmentative and alternative communication as “a set of tools and strategies that an individual use to solve every day communicative challenges” (Kuder, 2018, p. 237). AAC was implemented for school-age children with known disabilities that make it hard for them to create spoken language. These children were employed in non-productive sheltered workshop activities. Children with language or speech problems need AAC to help them communicate. That’s why technology has brought hope to them through the introduction of new approaches called augmentative and alternative communication (Taylor, 2019). As with any kind of intervention, the development of an AAC system begins with assessment. The most useful kind of assessment is one that is ecological in nature, that is, one that surveys the communicative environments and communicative needs in which the individual will function (Kuder, 2018). AAC includes all the ways of sharing ideas and feelings without talking. For example, a student with fragile X syndrome is said to have severe articulation problems that make his/her speech difficult to understand. He/She carries communication wallet with pictures which she shows to others for them to understand the information she is passing. Another student with cerebral palsy attends a general education classroom. The student uses a head pointer to touch electronic keyboard because of his limited motor ability. The keyboard formulates written messages and produces voice output helping the student learn with others (Taylor, 2019). All these individuals are using some types of augmentative or alternative communication procedures. AAC provides hope and development of communication skills for children with severe communication disorders and language (Taylor, 2019). According to Wilkinson & Hennig (2017), there are two basic kinds of AAC techniques, aided and unaided. Unaided augmentative communication techniques do not require external support devices or procedures in order to operate. They include techniques such as sign language and gestural cueing systems. Also, Bondy & Frost (2001) referred that aided augmentative communication techniques use communication means that may be as simple as communication board or as complex as a computer with synthetic speech output device. Low (or light) technology-aided systems include systems include symbol boards, communication books, or picture system such as the Picture Exchange Communication System (PECS) (Kuder, 2018). Unaided techniques have the obvious advantages of portability and speed of message preparation Surveys within states have indicated that more than two million people in the United States with language impairment use AAC devices. Hence the AAC system is designed to replace or supplement natural communication and language of persons with disabilities (Taylor, 2019).

Paper For Above instruction

Augmentative and Alternative Communication (AAC) plays a crucial role in supporting individuals with communication disabilities by providing alternative ways to share ideas, thoughts, and feelings when spoken language is insufficient or absent. As outlined by Kuder (2018), AAC encompasses "a set of tools and strategies that an individual use to solve every day communicative challenges" (p. 237). This broad definition highlights how AAC transcends simple devices, integrating various strategies tailored to individual needs to enhance communication effectiveness.

The primary purpose of AAC is to either supplement or replace natural speech, especially for people with severe speech and language impairments. For example, children with conditions like fragile X syndrome or cerebral palsy often face significant communication barriers. Kuder (2018) notes that children with fragile X syndrome may use communication wallets filled with pictures for conveying messages, compensating for articulation difficulties. Similarly, a student with cerebral palsy might operate a head-pointer to access a computerized keyboard, which formulates written messages and produces voice output, facilitating interaction with peers and teachers. These examples demonstrate how AAC systems are adapted to individual motor and speech abilities, emphasizing the importance of personalized intervention.

Assessment is fundamental in developing effective AAC systems. Kuder (2018) asserts that "the most useful kind of assessment is one that is ecological in nature," meaning it considers the real-world environments and communicative contexts in which the individual functions (p. 236). An ecological assessment ensures that the AAC tools and strategies chosen align with the individual’s daily communication needs, optimizing their functional use. This approach encourages a comprehensive understanding of environmental factors and personal preferences, which are critical for successful communication intervention.

AAC techniques are categorized into aided and unaided methods, each serving different needs and contexts. Wilkinson & Hennig (2017) explain that "unaided augmentative communication techniques do not require external support devices or procedures," encompassing methods like sign language and gestural systems. These techniques are often favored for their portability and immediacy, as they do not rely on external tools. Conversely, aided techniques involve external devices, such as communication boards, speech-generating devices, or high-tech systems like speech synthesis computers. Bondy & Frost (2001) describe aided AAC as employing "communication means that may be as simple as communication board or as complex as a computer with synthetic speech output device." Low technology aids, such as picture exchange systems (PECS) or symbol boards, are particularly useful in resource-limited settings and for individuals new to AAC, as they are easy to use and accessible (Kuder, 2018).

The advantages of aided AAC systems include versatility and the potential for highly customized communication solutions. For instance, PECS has been widely adopted to teach functional communication skills to children with autism and other developmental disorders, providing a visual and systematic approach to building language skills (Bondy & Frost, 2001). Studies indicate that aided AAC can significantly improve communication competence and social participation, thereby enhancing quality of life (Beukelman & Mirenda, 2013).

Furthermore, technological advancements have expanded the scope of aided AAC systems, integrating sophisticated speech-generating devices capable of producing natural speech. These devices support individuals with complex communication needs, providing them with a voice that is nearly indistinguishable from natural speech. As the number of AAC users in the United States exceeds two million, the importance of these systems in promoting inclusion and independence cannot be overstated (Taylor, 2019). Proper implementation and training are essential to maximize the benefits of AAC, underscoring the need for systematic assessment and personalized intervention plans.

In conclusion, AAC systems, whether aided or unaided, serve as vital tools in enabling effective communication for individuals with speech and language impairments. They offer diverse options tailored to personal motor abilities, communication needs, and environmental contexts, thereby fostering greater social participation and independence. The integration of ecological assessments ensures that AAC strategies remain functional and relevant to users’ daily lives, ultimately empowering individuals with disabilities to communicate confidently and effectively.

References

1. Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing.
2. Bondy, A., & Frost, L. (2001). The Picture Exchange Communication System. Woodbine House.
3. Kuder, S. J. (2018). Teaching students with language and communication disabilities. Pearson.
4. Low, M. (2010). Setting Goals for AAC: Prescribing Support for Communication. Perspectives on Augmentative and Alternative Communication, 19(4), 130-137.
5. Taylor, S. (2019). Introduction to augmentative and alternative communication. In C. J. Wetherby, & K. L. Woods (Eds.), Enhancing communication through AAC (pp. 45-61). Springer.
6. Wilkinson, K. M., & Hennig, K. (2017). Types of AAC: aided and unaided approaches. In R. A. MacDonald & G. R. Smith (Eds.), Communication interventions in AAC (pp. 87-104). Routledge.