Considering AAC
| Speech & Language Development Common Myths Resources |
When considering the use of an AAC system for a student we need to take into account normal speech and language development as well as some of the common myths about AAC use.
Speech & Language Development
Any child whose speech and language skills are not developing normally or who has a condition making normal speech development unlikely may be a candidate for an augmentative/alternative communication system. It is critical to note that introducing AAC does NOT mean we are "giving up on speech".This common misperception will be addressed in more detail later.
As practitioners consider the use of augmentative/alternative communication (AAC) strategies it is important to remember that AAC is a form of communication that all children use as they develop speech and language skills. For example, pointing to desired objects, gesturing, and using non-speech vocalizations. Using speech and language principles to develop appropriate goals and objectives for AAC students helps practitioners incorporate speech, semantics, syntax, and pragmatics objectives into their lessons.
The American Speech-Language-Hearing Association website provides guidelines for normal speech and language development in children. If you have concerns in any of these areas, please seek the advice of a certified speech-language pathologist.
Another site that provides information on normal speech and language development is KidSource where you can find answers to questions such as:
- What is Language?
- What is Speech?
- How do you know that a child's language and speech are what they should be for a particular age?
The Barkley Memorial Augmentative Alternative Communication website created by the University of Nebraska at Lincoln also includes a section: AAC Connecting Young Kids - YAACK. This section includes another excellent description of normal speech and language development. If children are not achieving these developmental milestones, it may be time to consider using AAC.
Common Myths About Using AAC
Myth:
- "If a child is given a communication system it will hinder their speech development."
- "If my child gets an AAC system, they will get lazy and give up on using speech."
Reality: Research and clinical practice has shown that AAC systems do not interfere with speech development. In fact, many children demonstrate an increase in language, speech and communication skills once an AAC system is introduced. Proposed reasons for this include:
- Reduced pressure on speech production as the sole means of communication
- Continued development of language skills
- Continued development of conversational skills
- Children will use the easiest method possible as their preferred means of communication. It is much easier for a child to use speech and/or vocalizations if possible to communicate than to formulate a message using an augmentative communication system
For additional information:
Burkhart, L. (1993). Total Augmentative Communication in the Early Childhood Classroom. Eldersburg, MD: Linda J. Burkhart. For ordering information contact: Linda J. Burkhart. In particular, see page 37: Augmentative Communication Techniques Can Reduce Pressure for Speech Production
What we are learning about early learners and augmentative communication and assistive technology. (L. Burkhart)
- Who is Augmentative Communication for?
- General Philosophical Basis
Does AAC Impede Natural Speech - and other Fears - Includes a chart containing:
- Common fears and myths
- What the facts are
- Practical Solutions
Myth:
- "A child should spontaneously use an augmentative communication system as soon as they get it."
- "An augmentative/alternative communication system is only for expressive language purposes."
Reality: From the moment a baby is born, they hear and respond to the spoken word. We bombard that infant with language for the first 12-18 months of their lives. During that time, we do not expect that they will utter a single understandable word.
Why then do we expect a child to spontaneously begin using an augmentative system from the first day they receive it? They too, need and deserve a period of learning from the models of others. This modeling can and should be done by parents, peers, siblings, professionals and others on a regular basis for an extended period of time. In this manner, the system becomes not only an expressive language tool but a receptive one as well.
Myth:
- "AAC means an expensive device."
Reality: There are many types of augmentative communication systems. These range from gestures and sign to simple battery operated systems to high-tech devices. The best approach for students who require AAC is to have a menu of multiple systems. For example, the student may have a vocalization that means "yes", a gesture for "hello", a simple system that plays messages one at a time for greeting friends in the hall. They may also have another device for carrying on more complex conversations. No one system can and should "do it all".
Remember: AAC Competency Takes Time!
Jane Korsten points out that the average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a communication system and receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.
Resources
What we are Learning about Early Learners and Augmentative Communication and Assistive Technology - (L. Burkhart)
- Who is Augmentative Communication for?
- Who is Assistive Technology for?
- General Philosophical Basis
Getting Past Learned Helplessness for Children Who Face Severe Challenges: Four Secrets for Success- (L. Burkhart)
American Speech-Language-Hearing Association - Augmentative Communication Information Section contains:
- Introduction to AAC
- Glossary of terms
- Assembling a team
- Questions to ask an AAC team
- After the evaluation
- Learning to use an AAC system
- One woman's story of growing up with AAC systems