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When we don't understanding someone, listeners tend to respond with phrases like "What?", "Can you say that again?", or "I'm sorry, I didn't understand you." This often prompts the student to repeat the phrase again in the same way without understanding why the attempt failed in the first place. Reply in a way that provides the student with a strategy for how to improve the communication attempt. Use a phrase like "Say that again using different words" or "Say that again slower" to prompt the student to use synonyms, descriptors, or a slower rate. Pair a hand gesture, like twirling fingers when prompting the use of alternate words or lowering a palm to indicate slowing down, to provide a visual cue

Speaking of Apps June 24, 2013 11:44 AM by Megan Sutton AAC (alternative and augmentative communication) for aphasia is a challenging area of practice for many Speech-Language Pathologists. Whereas most AAC devices and apps help those who have difficulty physically speaking, people with aphasia need help overcoming the underlying language disorder on top of any speech difficulties.

Augmentative Communication and Early Intervention Myths and Realities MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD The use of augmentative and alternative communication (AAC) services and supports with infants and young children has been limited, owing to a number of myths about the appropriateness of AAC use with this population. This article will provide an overview of some of the myths that have hampered the inclusion of AAC into early intervention service delivery and refutes them. It will then examine some of the realities that must be considered when delivering AAC services and supports to young children

Results All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.

Research supporting the use of LAMP

" A website dedicated to providing high quality teaching activities and games for children with a special educational needs. Our activities are designed to be accessible to everyone including those who access the computer with assistive technology such as switches, touch-screens, mouse and alternative pointing devices including eye gaze."

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.

"Chris Klein is a voice to those that have none and helping hand to those with disabilities, even though he was born with cerebral palsy and uses augmentative communication to help him interact with the rest of the world. Over the past four years, Chris has been working closely with people that use AAC. He has recently been elected president of USSAAC (United States Society of Augmentative Alternative Communication). He has also formed an organization called BeCOME AAC. It stands for Building Connections with Others through Mentoring and Education about AAC. Chris is a graduate of Hope College and has studied at Western Theological Seminary. He currently lives in Grand Rapids with his wife Dawn."

"A blog of ideas, materials and resources. Our focus is on augmentative and alternative communication (AAC) across the day and across all settings, but other resources will be shared, too!"

"Did you know Windows has had Speech Recognition built-in since Windows Vista? This is more than just a way to type by speaking aloud - you can use it to control applications and navigate the desktop with your voice. It's a free, built-in alternative to paid voice dictation programs like Dragon NaturallySpeaking. It's a shame most Windows users will likely never find it buried in the Control Panel."

Neat alternative way of representing the periodic table.

Persons with disabilities, educators and medical professionals are adopting the Ergodex technology to help with a variety of disabilities that affect computer use. With the DX1, the ability to improve accessibility and make computers easier to use is adva

Spontaneous Novel Utterance Generation described along with the importance of language