Presentation on theme: "Why use AAC Support communication Augmentative/ Alternative"— Presentation transcript:
1Alternative and Augmentative Communication Solutions for Children and Youth with Autism
2Why use AAC Support communication Augmentative/ Alternative Receptive language Support e.g.,-Routine Strips- Social StoriesExpressive Language SupportWords to express choices, ideas, feelings- Words to replace behaviours
3What is the Clinic for Augmentative Communication (CAC)? Expanded level AAC clinic accredited by Assistive Device Program (ADP).Sees clients with complex clinical and/or technical needs.Can authorize full range of communication devices approved by ADP.Team includes SLP, OT, Technician, Program Assistant, and Admin SupportProvides assessment, consultation and prescription of augmentative and alternative communication (AAC) systemsLocated primarily at Thurston site, with one SLP at Renfrew siteService may be provided at other OCTC sites or in homes/schools as required
4Types of AACThere are many different ways to communicate:Unaided modesAided modesExchange systems (e.g. PECS)/pointing system (e.g. communication book or VOCA)Light tech/low tech/high tech
5Unaided ModesNo external devices is needed to send the message (natural means)The child communicates using movements or sounds he can make on his ownExamples: sign language, vocalizations, pointing, facial expressions, body languageCheaper, more portable, always available/accessible, require less set-up/preparation time, may seem more natural, allow for eye contact with partner, may be faster
6Aided ModesAn object or a device is used to communicate the messageExamples: communication book, theme board,picture exchange, topic board, pen and paper, electronic device, etc.)Requires less motor control, are usually understood by a wider range of partners, may make fewer demands on memory
7Picture Exchange Communication System (PECS) vs Pointing System PECS provides an essential step in learning to engage in social interactions (e.g. giving a picture of desired item for that item).However, a pointing system may be useful if child demonstrates the following:- communicates directly with a partner- has “more to say”Example
8Light tech systemsLight tech: communication boards, books, themeboards, topic/alphabet boards- cheaper than technology- requires less maintenance (e.g.: cleaning, battery charging)- more portable/light weight- never breaks down- may be considered less obtrusive (e.g.: users who are very sensitive about appearing different)
9Low tech/high tech devices Low/High tech allows for:greater independenceincreased flexibility in communication due to voice output (e.g.: can get attention, talk to someone at a distance, talk in a group, interrupt and be better able to control conversation, talk to people who can’t see or understand visual symbols etc.)user may be viewed as more competent if has technology
12What type of AAC system is the most appropriate for an autistic child? It is the same for any other child - There is no one system that is best for all ASD clientsIt is important to determine the child’s:Communication needsSkills and AbilitiesThe child’s communication partnersThe contexts within which communication occurs
13AAC needs Needs can be related to a number of variables: Who are the client’s partners? Potential partners?Where and when does the client need/want to communicate?What does the client need or want to communicate about?Specific patterns of skill and disability – e.g. , Literacy? Motor skill?Client’s personal preferencesIndividuals with ASD tend to learn to request first. BUT do not stop there. Individuals with ASD can learn to communicate for other reasons. When they have limited speech we often only provide vocabulary and practice to make requests. At higher levels, PECS starts to address commenting, e.g., I see; I have – again, the vocabulary choice is often limited to the teaching task and not extended to life experiences and what the individual may WANT to say.
14Skills and abilities How does the individual communicate now? Why – what reasons are important?Motor skills – can the individual: - point, gesture, make signs, turn pages of a book.Cognitive skills: attention, world knowledge, understanding of language, cause and effect, communicative intent, joint attention, categorizationDoes he use behaviours?
15Skills and Abilities Symbol skills: recognition and use - what kind of symbols does he/she understand- how quickly does he/she learn to use a symbol/sign to communicate- what strategies are effectiveSensory skillsVision and hearingAre there specific ways we need to design symbol layouts to ensure the client can find and select symbols?
16Skills and Abilities Device trial? - is it motivating to the client? - is it motivating to the Team?- high or low tech?- what are the vocabulary needs?- can the client navigate a high tech device?Consider communicative need first – I.e., in what contexts would “out loud” speech be advantageous?
17Resources Community SLP’s Individual Authorizers All About AAC Referral to the Clinic for Augmentative Communication
18How to make a referral to CAC? Call OCTC Intake Services at ext to initiate a referralA CAC referral will be sent for you to complete. It must be signed by the parent/guardian.Questions or unsure if referral is appropriate? Call CAC program administrator at x4319