Professor Katie Boarman
Module 1: Introduction to Augmentative and Alternative Communication
AAC defined, user, partner, and professional perspectives;
General societal response,
Contrast among high tech, low tech and no tech communication devices
Module 2: Augmentative, Alternative Communication Systems
Access Methods: direct select, scanning, other indirect methods, switches
Message storage, retrieval
Output methods, mounting, transport, and portability
Module 3: Symbol systems, vocabulary and literacy
Symbol systems: unaided and aided techniques, overview and demonstration of available aided symbol systems, matching clients to symbol systems
Vocabulary selection issues such as developmental changes, individualization based on desired outcomes,organization and selection methods.
Literacy as it relates to AAC
Module 4: Learning about Devices
Device Overview: Devices/peripherals: classification of electronic devices, hands-on experience, or demonstrations of their functions.
Among the devices are: Words+’s EZ Keys; Zygo’s Parakeet, Macaw III, Green Macaw, and LightWriter, Sentient’s Dynavox 3100, Dynamyte, Dynamo, PRC AlphaTalker, Delta Talker, Liberator, Franklin’s Language Master 6000SE, AdamLab’s SuperHawk, Chatbox and Chatbox DX, Big Mac, Talking Buddy, Companion (Freestyle), Lynk, Boardmaker and Speaking Dynamically.
Issues related to low vs. high technology devices
Computers: the pros and cons of computers vs. a dedicated device, using computers to assess and train augmentative skills
Products related to successful electronic device assessment or nonelectronic system development including symbol set displays, use of notebooks, wallets, boards and removable symbol programs
(PECS) , and access peripherals including switches, headpointers, wheelchair mounts, keyguards etc.
Module 5: Treatment: Overview and Planning
Principles of decision-making and intervention: general issues and specific applications to: young children with AAC needs, educational integration, persons with primary speech, language and motor
impairments, behavioral issues
An integrated model for intervention: selecting routines (contexts for training), clients, partners, and environments, messages, interaction strategies, and practice agendas
Intervention and issues in specific environments and with specific populations
Module 6: Assessment
Principles of assessment: assessment models, phases of AAC assessment,
Consensus building, opportunities & barriers, assessing specific capabilities
Module 7: Professional Issues and Service Delivery
Funding/advocacy: sources of resources nationally and in Ohio, strategies for working with funding sources, problems and solutions in funding,advocacy issues beyond, funding and the Americans with Disabilities Act.
Service Delivery-working with families and professional teams to find optimal solutions
Galvin, J.C. & Scherer, M.J. (1996). Evaluating, selecting, and using appropriate assistive technology. Gaithersburg MD: Aspen.
Flippo, K., Inge, K. Barcus, J. (1995). Assistive technology: A resource for school, work, and community. Baltimore: Paul Brookes.
Lewis, R. (1993). Special education technology: Classroom applications. Belmont CA: Wadsworth.
Lloyd, L. LL., Fuller, D. R., Arvidson, H.H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Boston: Allyn and Bacon.
Church, G. & Glennen, S. (1991). The Handbook of assistive technology. San Diego: Singular Publishing Group, Inc.
Riechle, J. York, J., Sigafoos, J. (1991). Implementing augmentative an alternative communication: Strategies for learners with severe disabilities. Baltimore: Paul H. Brookes Publishing Co.
Baumgart, D. (1990). Augmentative and alternative communication systems for persons with moderate and severe disabilities. Baltimore: Paul Brookes.
Silverman, F.H. (1989) Communication for the speechless. Englewood Cliffs, NJ: Prentice Hall.
Musselwhite, C.R. & St. Louis, K.W. (1988). Communication programming for persons with severe handicaps. Boston: College Hill Press.
Gossens, C. and Crain, S. (1986). Augmentative communication: Assessment resources. Don Johnston Developmental Equipment, Inc.
Gossens, C. and Crain, S. (1986). Augmentative communication: Intervention resources. Don Johnston, Developmental Equipment Inc.
Burkhart, L. (1987). Using computers and speech synthesizers to facilitate communication intervention with young and/or severely handicapped children.
Augmentative Communication News, One Surf Way, Suite # 215, Monterey, CA, 93940, $37 a year, 12 issues.
Closing the Gap, P.O. Box 68, Henderson, MN 56044 $26 a year, $1495 Resource Directory
Communication Outlook, Artificial Language Laboratory, Michigan State University, 405 Computer Center, East Lansing, MI 48824-1042.
Carlson, F. (1985). Picsyms categorical dictionary. Baggeboda Press, 107 North Pine St., Little Rock AR 72205. (these symbols are used with Sentient Products under the name Dynasyms.
Kirstein, M.A. (1981). Oakland schools picture dictionary. Pontiac MI; Oakland Schools. Purchase from Don Johnston Developmental Equipment CO., P.O., Box 639, Wauconda, IL 60084.
Mayer Johnson, R. (1990). The picture communication symbols. P.O. Box 1579, Solana Beach CA: 92075-1579. (also available in computer form: Boardmaker)
Blissymbols, Blissymbolics Communication Institute, 882 Eglington Avenue E. Toronto, Ontarop Canada, M4G 2L1 (somewhat historical)
Touch and Talk Stickers, Imaginart, 25680 Oakwood St., P.O. Box 1868, Idyllwild, CA 92349 (also available in computer form, Pics on Disk)
HyperAble DATA: Compact/Floppy Disk ($50/$200): data base of assistive devices which can be searched by product company, name or type. Also available with Galvin and Scherer book, 1996).
USAAC/ c/o ISAAC (Professional: $48, student, $20 -see application)
Publications affiliated with ISAAC
The AAC (Alternative and Augmentative Communication) Journal ($38)
Communication Outlook ($15)
RESNA (An interdisciplinary association for the advancement of rehabilitation technology).
ASHA: Special Interest Division 12 (any special interest division is $25 in addition to regular ASHA dues)
The Council for Exceptional Children ($65 professional, $26.00 student) The Technology and Media Division (once you've joined CEC $10)
Publications affiliated with TAM:
The TAM Newsletter
The Journal of Special Education Technology
International: ISAAC (International, Biannual)
National: Closing the Gap (Minneapolis, Oct.), RESNA, moves around, June,)
C-SUN (LA Airport, March), USAAC (often in conjunction with ISAAC or RESNA).
Regional: Northeast Ohio (March/April)
Alternative and Augmentative Communication (AAC) Systems
Beukelman, D.R. (1988). Augmentative communication systems for the adult. In D.E. Yoder & R.D. Kent (Eds.), Decision making in speech-language pathology, 76-77. Toronto: B.C. Decker.
Ellis-Hale, K. (1995). Screening clients for an augmentative and alternative communication clinic: A multitrait-multimethod approach. Evaluation and the Health Professions 18,1,64.
Light, J. & Lindsay, P. (1992). Message-encoding techniques for augmentative communication systems: The recall performances of adults with severe speech impairments. Journal of Speech and Hearing Research, 35(4), 853-864.
Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5, 137-144.
Lloyd, L.L., Quist, R.W., & Windsor, J.(1990). A proposed augmentative and alternative communication model. Augmentative and Alternative Communication, 6, 172-183.
Funding, Devices, Vocabulary Selection, Principles of Intervention
Beck, J. (1991). Consumer advocacy: The key to funding. Communication Outlook.
Beukelman, D.R., Yorkston, Poblete, M., Naranjo, C. (1984). Frequency of word occurrence in communication samples produced by adult communication aid users. Journal of Speech and Hearing Disorders, 49, 360-367.
Carlson, F. (1981). A format for selecting vocabulary for the non-speaking child. Language, Speech, and Hearing Services in the Schools, 12, 240-245.
Epstein, R. (1994). Coverage for augmentative devices. Exceptioanl Parent, 24, 68-9.
Menlove M., (1996). A checklist for identifying funding sources for assistive technology. Teaching Exceptional Children, 3, 20-24.
Parette, H.P. (1996). Augmentative and alternative communication impact on families: Trends and future directions. The Journal of Special Education, 30, 77-89.
Blischak, D.M. (1995). Thomas the writer: Case study of a child with severe physical, speech, and visual impairment. Language Speech and Hearing the the Schools, 26, 11-20.
Bruno, J. (1986). Modeling procedures for increased use of communicative functions in communication aid users. Augmentative Communication: An Introduction, 301-306. Rockville MD: American Speech-Language-Hearing Association.
Carlson, F., Hough, S. Lippert, E., & Young, C. (1987). Facilitating interaction during mealtime. Implementation of strategies for improving the use of communication aids in schools serving handicapped children. Rockville, MD. The American Speech-Language-Hearing Association.
Glennen, S.L. (1985). Training functional communication board use. Augmentative and Alternative Communication, 1, 134-142.
Light, Janice C. (1998).Building communicative competence with individuals who use augmentative and alternative communication. Baltimore : P.H. Brookes Pub. Co.
Light, J. & McNaughton, D. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13,2, 33-46.
Light, J., Datillo, J., English, J., Gutierrez, L. and Hartz, J. (1992). Instructing facilitators to support the communication of people who use augmentative communication systems. Journal of Speech and Hearing Research, 35(4), 865-875.
Mirenda, P. & Santogrossi, J. (1985). A prompt-free strategy to teach pictorial communication system use. Augmentative and Alternative Communication, 1, 143-150.
Reid, S. (1995). Computers, assistive devies, and augmentative communication aids: Technology for social inclusion. The Journal of Head Trauma Rehabilitation, 10, 80.
Stuart, S. (1986). Expanding sequencing, turntaking, and timing skills through play acting. In S.W. Blackstone, (Ed.), Augmentative Communication: An Introduction, 389-396. Rockville MD: American Speech-Language-Hearing Association.