Perspectives on Augmentative and Alternative Communication

From the Coordinator

Zangari, C. — 2008-06-25

Setting the Stage: AAC and Linguistic Competence

Bedrosian, J. — 2008-06-25

Thoughts on Grammar Intervention in AAC

Fey, M. — 2008-06-25

In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

Basic Principles of Language Intervention for Children Who Use AAC

Loncke, F. — 2008-06-25

The study of language acquisition and processing and the practice of augmentative and alternative communication (AAC) intervention have a mutual beneficial impact. Each of the three major approaches in explaining language acquisition (rationalistic, empiricist, and functionalist) provides interesting perspectives in understanding the uniqueness of language acquisition through AAC. When looking at language processing, studies of AAC use can provide information on the multimodality and internal multimodal representational networks.

The study of the main language components (phonology, morphology and syntax, lexicon) in AAC users raises interesting questions concerning (a) the effect of the use of a speech-generating device on an internal phonology, (b) the relation between morphological and syntactic rules and communicative effectiveness, and (c) the effect of the use of communication boards and devices on lexical development and lexical growth.

AAC practice is a potential source of data that can lead to more effective intervention as well as to a better understanding of language processes in general.

Language Acquisition Theory and AAC Intervention

Sutton, A. — 2008-06-25

This article presents a reflection on the relationship between language acquisition theories and augmentative and alternative (AAC) intervention, particularly related to grammar. Aspects of the language-learning situation for children needing AAC and of production of language using an AAC system that may pose challenges for acquisition of grammar are discussed. The implications for AAC intervention that can be drawn from several language acquisition theories are explored. It is suggested that establishing clearer or more overt links between theories and intervention is important in order to make underlying assumptions more explicit and to be aware of the theoretical underpinnings of AAC intervention.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

Binger, C. — 2008-06-25

Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Chomsky's Minimalist Program: A Brief Linguistic Primer

Wilson, M. S. — 2008-06-25

Children around the world, no matter what their native language, follow a similar course in language acquisition from the emergence of first words to the mastery of syntax. The uniformity and rapidity of first language acquisition is possible because human infants are born with a biologically endowed innate language faculty within the brain that drives the course of language development. Although this premise was doubted 50 years ago, today biologists and linguists alike accept it. Our human language faculty orchestrates and shapes the acquisition of language. Neurotypically developing children need only the surrounding language input to acquire language. In contrast, children with receptive language delays, including many of those who are or will become augmentative and alternative communication (AAC) users, need more than exposure to language if they are to develop adult competence in their native language.

Tips for Developing Literacy for Users of AAC

Finch, A., Scherz, J. — 2008-06-25