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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. 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. 
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.
ResourcesWhat
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
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