The results of this research add to the evidence
regarding the effectiveness of using AAC with people
with an ASD (Mirenda, 2001; Schlosser & Blischak,
2001), and adds to the knowledge of why AAC systems
are potentially beneficial for children with autism,
(The National Standards Report). Effective teaching
of motor plans, using the LAMP theory, can be seen
to allow for increased storage and retention of
symbolic information, resulting with more automatic
communication over time, and reducing the cognitive
demands associated with analysing and choosing
from different symbol sets, as described in the LAMP
Manuals (Halloran and Emerson, 2006: Halloran and
Halloran, 2012).
There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication
(AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact
of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges
participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework
proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC
intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention
research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a
more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and
research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on
the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic
environmental factors as well as intrinsic factors related to the individual who requires AAC.
Children and adults with developmental delays have benefited from the use of augmentative and alternative
communication (AAC) systems to develop language skills necessary for more generative and functional communication.
Beginning communicators however, have historically been considered too young or too pre-linguistic
and therefore have not been introduced to AAC systems until behaviors, thought to be prerequisites,
have been noted. Recent research and theories about early communication development have challenged this
traditional practice and broadened the scope of what is considered to be AAC. Practitioners and parents unfamiliar
with early AAC options may not recognize possible applications of communication strategies used with
typically developing children and older persons with developmental disabilities. AAC is applicable at all ages
for learning communication roles and behaviors as well as for functional communication for persons who do
not yet demonstrate clear referential symbol use. This article addresses nine questions that are frequently asked
about early introduction of AAC systems to children under 3 years of age. Rationales and strategies are provided
that can assist early interventionists and parents in considering AAC options for children at risk for being
unintelligible or non-speaking.
Is it possible that a few simple words like "give," "go," "like," "you," and "stop" can change the lives of nonverbal students? Finding the answer to this question has been the work of speech-language pathologists, assistive technologists, and teachers in the Spotsylvania (Virginia) County Schools for the past four years.
"Overwhelmed by technology in special education? Listen to Talking with Tech for news, tips, and interviews about the latest and greatest in assistive technology, augmentative and alternative communication, and educational technology generally from Lucas Steuber, Rachel Madel, and Chris Bugaj. "