Kean University s1

Spring, 2010

KEAN UNIVERSITY

Union, New Jersey

AUGMENTATIVE & ALTERNATIVE COMMUNICATION

Course Number: CDD 5264

Semester Hours: 1.5

Limitation on Enrollment: 25

Prerequisite: Permission of Program

Coordinator

Required or Elective: Required

Catalogue Description:

Principles and practices of augmentative and alternative communication technologies; implementation strategies for individuals with severe communication disabilities across the lifespan; unassisted systems (signs, gestures) to complex computer-based systems.

N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the students’ convenience, both the professor’s office hours, email address and telephone number will be listed on the syllabus.

KEAN UNIVERSITY

Union, New Jersey

AUGMENTATIVE & ALTERNATIVE COMMUNICATION

I. Course Objectives

Students will achieve growth toward becoming dynamic professionals as evidenced by demonstration of proficiencies in knowledge, comprehension, value development, and clinical skill development. This course will prepare the student to effectively assess and implement augmentative and alternative communication (AAC) intervention strategies for a variety of age groups and communication disorders. At the conclusion of the course, the student will:

A. describe the nature of the communication disorder and discern the specific communication needs of a potential AAC user (K,S)

B. appraise and synthesize the current theoretical applications of AAC (S,D)

C. develop a protocol to evaluate the multivariate components of a client’s communication pattern (S)

D. execute a complete AAC evaluation of the client’s skills and abilities and communication needs (K,S,D)

E. interpret and apply diagnostic results to the selection of an AAC system (S)

F. develop an individualized intervention program for training and use of the AAC system (S,D)

G. provide a rationale and protocol for integration of AAC strategies into all aspects of the individual’s life (K,S,D)

H. monitor the outcome/effectiveness of the AAC strategies in multiple contexts with multiple partners over time (S,D)

I. evaluate the effectiveness of AAC intervention and implement necessary modifications in multiple settings (S,D)

J. identify and demonstrate the ability to access resources for low-tech, unaided systems through high-tech computer based systems (K,S,D)

K. acknowledge cultural diversity issues involved in evaluating potential users of AAC systems (K,S,D)

L. recognize the impact of a severe communication disorder and need for AAC technology on the family/significant others of an AAC user (K,S,D)

M. distinguish and describe the communication characteristics and AAC needs for varied populations (K,S,D)

II. Course Content

A. The nature of a communication disorder and resulting communication needs

1. overview of the function of communication

2. characteristic of various speech and language disorders in varied clinical

populations requiring AAC across the life span

B. Appraisal and synthesis of current theoretical applications of AAC

1. definition of AAC and discussion of relevance of AAC to speech-language

pathology practice

2. history of the development of AAC principles and practices

3. essential components of AAC and the associated vocabulary

a. message selection

b. symbols and rate enhancement

c. alternative access

d. selection techniques

i. direct selection

ii. scanning

C. Multivariate components of a complete AAC evaluation

1. criteria for identification of possible candidates for AAC equipment and

treatment

2. assessment principles specific to service delivery models

3. case history intake related to AAC

4. methods for assessment of cognition, motor, sensory systems and language

function

5. impact of medical/emotional status on client function and potential use of

AAC

D. Execute a complete AAC evaluation of the client’s skills and abilities and communication needs

1. comparison of practical solutions considering the range of communication

strategies, from low-tech unassisted systems through high-tech computer-

based systems

2. identification of environmental barriers and risk factors to using AAC

3. client-system feature-matching process to select appropriate equipment and

and training methods

4. consideration of support systems required to implement the treatment plan

5. determine client’s proficiency level for using different types of AAC

E. Interpret and apply diagnostic results to the selection of an AAC system

1. adapting to physical, space, motor and funding barriers

2. determining access methods

3. establishing initial vocabulary/language system

4. determining outputs

F. Develop an individual intervention program for training and use of the AAC systems

1. instructing AAC users and facilitators

2. building communicative competence

3. measuring and evaluating outcomes

G. Provide a rationale and protocol for integration of AAC strategies into all aspects of the individual’s life

1. analyzing the emotional impact of AAC on the individual and significant

others to determine effect of functional use of AAC

2. determining and evaluating the benefits for use of AAC and it’s effect on

daily function

H. Monitor the outcome/effectiveness of AAC strategies with multiple partners in multiple contexts over time

1. the impact of client attitude on intervention

2. impact of medical/physical status and/or diagnosis

3. consideration of clinician and client views toward treatment goals and

progress

I. Evaluate the effectiveness of AAC intervention and implement necessary modifications in multiple settings

1. consideration of service delivery model

2. home-based use of AAC

3. school or workplace-based use of AAC

J. Identify and demonstrate the ability to access resources for all types of AAC systems

1. identifying funding sources

2. assisting users/families with documentation to support securing of funding

3. understanding Medicare, Medicaid and private payor requirements

4. learning to work with vendors of devices and understanding the SLP’s role

in these interactions

K. Acknowledge cultural diversity issues involved in evaluation of potential users of AAC systems

1. societal perspectives

2. ethnic/cultural perspectives

3. language barriers

L. Recognize the impact of a severe communication disorder and the need for AAC technology on the family/significant others of an AAC user

1. issues to be confronted

2. role of individual and family counseling

3. family/parent support groups and information

4. advocacy coalitions

M. Distinguish and describe the communication characteristics and AAC needs for varied populations

1. AAC for individuals with Developmental Disabilities

a. Cerebral Palsy

b. Cognitive Impairment

c. Autism Spectrum Disorders

d. language learning and literacy issues

e. education and inclusion issues

2. AAC for individuals with Acquired Disorders

a. Acquired physical disabilities

b. Severe aphasia

c. Traumatic Brain Injury

d. AAC in Intensive- & Acute-Care Settings

III. Methods of Instruction

A. Lecture

B. Guest lecture and site visits

C. Small group discussion

D. Case study method

E. WebCT discussion forum

F. Videotapes

G. Personal research projects

IV. Methods of Evaluation

Research project (K,S,D)
Written examinations (2) (K)
Journal article presentation (K,D)
Group cooperative learning projects (K,S,D)
WebCT discussion forum (S,D)

V. Required Text

Beukelman, D. & Mirenda, R. (2005). Augmentative & alternative communication:

Management of severe communication disorders in children and adults. (3rd ed.). Baltimore: Paul H. Brookes.

VI. Bibliography

McNaughton, D. B., & Beukelman, D. R. (2010). Strategies for adolescents and young

adults who use augmentative and alternative communication. Baltimore: Paul H.

Brookes.

Mirenda, R., & Beukelman, D. R. (2006). Supporting children and adults with complex

communication disorders. Baltimore: Paul H. Brookes.

Miller, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and

Alternative intervention on the speech production of individuals with

Developmental disorders: A research review. Journal of Speech, Language and

Hearing Research, (49), 248-264.

VII. Seminal Texts

Angelo, D.H., Kokoska, S.M., & Jones, S. (1996). Family perspective on augmentative

and alternative communication: Families of adolescents and young adults.

Augmentative and Alternative Communication, 12(2), 13-20.

Bedrosian, J.L., Hoag, L.A. & McCoy, K.F. (2003). Relevance and speed of message

delivery trade-offs in augmentative and alternative communication. Journal of

Speech, Language and Hearing Research, 46(4), 800-817.

Beukelman, D.R. & Garrett, K. (1988). Augmentative and alternative communication

for adults with acquired severe communication disorders. Augmentative and

Alternative Communication, 4, 104-121.

Beukelman, D.R. & Ball, L.J. (2002). Improving AAC use for persons with acquired

neurogenic disorders: understanding human and engineering factors. Assistive

Technology, 14(1), 33-44.

Beukelman, D.R., Yorkston, K.M., & Reichle, J. (Eds.). (2000). Augmentative and

alternative communication for adults with acquired neurological

disorders. Baltimore, MD: Paul H. Brookes..

Blackstone, S. (1990). AAC in the classroom. Augmentative Communication News,

3(1), 1-3.

Blackstone, S. (1992). Chapter III: Intervention framework. Technology in the

classroom: Communication module. Rockville, MD: ASHA.

Bopp, K.D., Brown, K.E., & Mirenda, P. (2004). Speech-language pathologists’ roles

in the delivery of positive behavior support for individuals with developmental

disabilities. American Journal of Speech-Language Pathology, 13(1), 5-19.

Bruno, J. & Dribbon, M. (1998). Outcomes in AAC: Evaluating the effectiveness of a

parent training program. Augmentative and Alternative Communication, 14(2),

59-70.

Burke, R. & Hux, K. (2004). Accuracy, efficiency and preferences of survivors of

traumatic brain injury when using three organization strategies to retrieve words.

Brain Injury, 18(5), 497-507.

Calculator, S.N. (2002). Use of enhanced natural gestures to foster interactions

between children with Angelman syndrome and their parents. American

Journal of Speech-Language Pathology, 11(4), 340-355.

Cook, A.M. & Hussey, S.M. (2002). Assistive technology: Principles and practice. (2nd

ed.). St. Louis, MO: Harcourt.

Frost, L. & Bondy, A. (1994). PECS: The Picture Exchange Communication System

training manual. Cherry Hill, NJ: Pyramid Educational Consultants.

Drager, K.D.R., Light, J.C., Speltz, J.C., Fallon, K.A., & Jeffries, L.Z. (2003). The

performance of typically developing 2 ½ year olds on dynamic display

AAC technologies with different system layouts and language organizations.

Journal of Speech, Language, Hearing and Research, 46(2), 298-312.

Ganz, J. & Simpson, R. (2004). Effects on communicative requesting and speech

development of the Picture Exchange Communication System in children with

characteristics of autism. Journal of Autism and Developmental Disorders, 34(4),

395-409.

Hemsley, B., Sigafoos, J., Balandin, S., Forbes, R., Taylor, C., Green, V.A. & Parmenter,

T. (2001). Nursing the patient with severe communication impairment. Journal of

Advanced Nursing, 35(6), 827-835.

Hetzroni, O. (2004). AAC and literacy. Disability and Rehabilitation, 26 (21-22),

1305-12,

Jacobs, B., Ogletree, B., & Pierce, K. (2004). Augmentative and alternative

communication for adults with severe aphasia: where we stand and how

we can go further. Disability and Rehabilitation, 26 (21-22), 1231-40.

Johnston, S.S., Reichle, J. & Evans, J. (2004). Supporting augmentative and alternative

communication use by beginning communicators with severe disabilities.

American Journal of Speech-Language Pathology, 13(1), 20-30.

Kangas, K.A. & Lloyd, L.L. (1988). Early cognitive prerequisites to augmentative and

alternative communication use: What are we waiting for? Augmentative and

Alternative Communication, 4, 211-221.

Koppenhaver, D.A., Coleman, P.P., Kalman, S.L., & Yoder, D.E. (1991). The

implications of emergent literacy research for children with developmental

disabilities. American Journal of Speech-Language Pathology, 1(1), 38-44.

Light, J. (1989). Toward a definition of communicative competence for individuals using

augmentative and alternative communication systems. Augmentative and

Alternative Communication, 5, 137-144.

Light, J.C., Beukelman, D.R., & Reichle, J. (2003). Communicative competence for

individuals who use AAC. Baltimore: Paul H. Brookes.

Light, J.C. & Drager, K.D.R. (2002). Improving the design of augmentative and

alternative technologies for young children. Assistive Technology, 14(1), 17-32.

Lund, S.K. & Light, J. (2003). The effectiveness of grammar instruction for individuals

who use augmentative and alternative communication systems: a preliminary

study. Journal of Speech, Language and Hearing Research, 46(5), 1110-1123.

Mirenda, P. (2003). Toward functional augmentative and alternative communication

for students with autism: Manual signs, graphic symbols, and voice output

communication aids. Language, Speech, and Hearing Services, in Schools,

34(3), 203-216.

Murphy, J., Markova, I., Collins, S. & Moodie, E. (1996). AAC systems: obstacles to

effective use. European Journal of Disorders of Communication, 31, 31-44.

Reichle, J. Beukelman, D.R., & Light, J.C. (Eds.). (2002). Exemplary practices for

beginning communicators. Baltimore, MD: Paul H. Brookes.

Schlosser, R.W. (2003). The efficacy of augmentative and alternative communication.

New York: Academic Press.

Sevcik, R., Romski, M., & Adamson, L. (2004). Research directions in augmentative and

alternative communication for preschool children. Disability and Rehabilitation, 26,(21-22), 1323-9.

Sigafoos, J., O’Reilly, M., Seely-York, S. & Edrisinha, C. (2004). Teaching students

with developmental disabilities to locate their AAC device. Research in

Developmental Disabilities, 25(4), 371-383.

Soderholm, S., Meinander, M. & Alaranta, H. (2001). Augmentative and alternative

communication methods in locked-in syndrome. Journal of Rehabilitation

Medicine, 33(5), 235-239.

Vanbiervliett, A. & Parette, H.P. (2002). Development and evaluation of the families,

culture, and augmentative and alternative communication (AAC) multimedia

program. Disability and Rehabilitation, 24(1-3), 131-143.

Von Tetzchner, S. & Grove, N. (Eds.) (2003). Augmentative and alternative

communication: Developmental issues. Philadelphia, PA: Whurr.

VIII. Websites

AAC device info

www.aacproducts.org/members

www.messe-duesseldorf.de/de/1999/reha/index.html

www.atia.org/members/html

General AAC info

www.mrtc.org/~duffy/yaack/index.html

www.resna.org

www.abledata.com

Selecting Vocabulary

http://aac.unl.edu/

Telecommunications & Computer Access

www.trace.wisc.edu

General Rehab Info & Case Studies

http://rehabcentral.com

PCS Symbols and other “low-tech” options

www.mayerjohnson.com

AAC research