Augmentative Communication Devices

The purpose of this entire blog is to explore assistive technology and the many ways it can support the learning of students with disabilities. This section is going to introduce augmentative communication and discuss how it can support students who have communicative difficulties.

Prerequisites to augmentative communication

An augmentative communication system needs to reflect the basic features of any traditional method of communication. In other words, it must provide the user with the ability to: construct a message using symbols, deliver that message to another person (receiver), and further respond to the receiver in a timely manner.

Myths and realities surrounding augmentative communication

Myths

-      - Augmentative communication will inhibit an individual’s development of speech

-       -Specific levels of cognitive abilities are required prior to using augmentative communication devices

-       -A student must present specific adaptive behavior skills such as eye contact and a well-defined point before augmentative communication may be considered

-       -Augmentative communication requires some level of literacy skill prior to consideration

Realities

-Augmentative communication does not inhibit an individual’s further development of speech, and in some cases, may actually enhance speech development

-There are no readiness criteria for teaching communication. Waiting for students to “be ready” only prevents the further development of needed communication skills

-Readiness criteria based on behavioral characteristics are unsupported by the research and should not apply to augmentative communication consideration process

-Augmentative communication devices can be used as a source of support or scaffolding in the educational process and can provide a means to further develop literacy skills

Who is involved in the selection and design of a student’s augmentative communication?

-The student provides input regarding successful existing methods of communication, personal preferences, and ease of use

-Teachers provide input regarding classroom environment and daily and communication needs in the curriculum

-Parent(s) and family members provide input regarding the home environment and daily communication needs in the home and community

-The occupational therapist provides input regarding the student’s fine motor abilities and sensory challenges

-The physical therapies provides assistance and support for the gross motor and seating or positioning needs of the student

-The information technology support person provides advice about and technical assistance in connecting augmentative communication devices to computers, the school network, and the Internet

-Peers of the student provide input to the appropriateness and function of augmentative communication systems from an age-appropriate perspective

Three major components of an augmentative communication system

-Symbols

-Vocabulary

-Access method

References
Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.