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Supporting augmentative and alternative communication use by beginning communicators with severe disabilities.
Susan S Johnston1, Joe Reichle, Joanna Evans
1Department of Special Education, University of Utah, 221 Milton Bennion Hall, Salt Lake City, UT 84112, USA. johnst_s@ed.utah.edu
American Journal of Speech-Language Pathology
|April 23, 2004
Summary
This study offers practical strategies for professionals teaching augmentative and alternative communication (AAC) to individuals with severe disabilities. It addresses common challenges to improve AAC intervention effectiveness for beginning communicators.
Area of Science:
- Speech and Language Pathology
- Assistive Technology
- Special Education
Background:
- Augmentative and alternative communication (AAC) is crucial for individuals with severe disabilities.
- Implementing AAC interventions presents challenges for practitioners.
- Effective AAC use enhances communicative effectiveness.
Purpose of the Study:
- To provide strategies for practitioners facing challenges in AAC implementation.
- To address specific issues like non-use of AAC systems and communication partner engagement.
- To offer a framework for enhancing AAC intervention effectiveness.
Main Methods:
- Discussion of common challenges in AAC intervention.
- Presentation of strategies for specific problematic scenarios.
- Development of a framework for improving AAC effectiveness.
Main Results:
- Strategies are provided for learners who do not use their AAC systems.
- Methods are suggested for situations where communication partners are not actively involved.
- Guidance is offered for addressing inappropriate communication strategies.
Conclusions:
- The article proposes a framework to enhance AAC intervention outcomes.
- Addressing specific implementation challenges is key to success.
- Further research is needed in the field of AAC for severe disabilities.