1. Summary of Chapters 15, 16, 17, 18, and 19
CD 5672 Week 4 AAC Interventions for Individuals with Acquired Disabilities
Summary of Chapters 15, 16, 17, 18, and 19
In Beukelman, , & Miranda, (2005). Augmentative and alternative communication: Supporting children & adults with complex communication needs (3rd Ed.) Baltimore, MD: Brookes Publishing.

2. Chapter 15 Adults With Acquired Physical Disabilities

3. Model for Intervention
Communication needs can be based on several factors.
The three reasons to measure the intervention outcomes are:
1. To consider the outcomes that have and have not been met.
2. To document the effectiveness of the AAC agency and services provided.
3. To measure the effectiveness of the agencies efforts.

4. Acquired Physical Disabilities
Amyotrophic Lateral Sclerosis (ALS)
Multiple Sclerosis
Guillain- Barre Syndrome
Parkinson’s Disease
Brain- Stem Stroke

5. AMYOTHROPHIC LATERAL SCLEROSIS
Average onset is age 56
ALS affects the motor neurons of the brain and spinal cord, there is an unknown etiology
Persons with ALS maintain their cognitive abilities throughout the prognosis, however, there are changes in cognition with their executive functioning skills.
14%-39% survive for five years after being diagnosed.
10% live up to ten years
Median survival rate is 2.2 years
Persons with dementia and ALS will also have more severe problems including severe personality changes and more cognitive breakdowns.

6. Communication Symptoms of ALS
Between 75% and 95% of people with ALS are unable to speak at the time of their deaths.
Depending on the progression and type, speech symptoms can vary
Flaccid-spastic dysarthria are almost universally present at some point
Speech rate may decrease but intelligibility does not until speech rate decreases to less that 100 words per minute

7. Cognitive/Linguistic Skills
People with ALS generally retain cognitive and linguistic function with progression.
40%-50% of those with ALS experience some degree of dementia.
25%-35% of those without diagnosed dementia will experience subtle changes in cognition.
Cognitive deficits tend to be more prominent in individuals with dysarthria and pseudobulbar palsy.
Evidence shows that progressive aphasia tends to evolve into individuals with ALS.

8. Motor Skills Motor control capabilities effect AAC systems Bulbar ALS
For some time people with this type can usually use a device that they can touch with their fingers or hands.
Spinal ALS
These persons will typically have limb and trunk weakness so they will need a device that involves scanning of some type. During the progression the need to change the device will occur several times.

9. AAC Devices & ALS
Typically persons with ALS are open to AAC systems but it is important to assess their acceptance of the system for best use.
Early introduction to AAC is key.
If implemented after speech is lost, instruction on how to operate a device becomes much more challenging.
An individual may always need facilitator assistance to help maintain the device.

10. Intervention Staging
Each stage relies more and more on AAC than the preceding stage.
Stage 1: Minimal to no detectible speech disorder, may be short, purpose of intervention is to monitor speech, educate individuals with ALS, and acceptance of disease.
Stage 2: Changes in speech rate due to fatigue, focus intervention on minimizing environmental interference, teaching strategies for establishing conversational topics, making sure listeners are understanding of the message, group conversations.

11. Intervention cont.
Stage 3: decrease in intelligibility, intervention should focus on slowing speech rate to compensate, AAC device needs to be learned and available to resolve communication breakdowns.
Stage 4: AAC devices become the primary source of communication along with residual natural speech.
Stage 5: loss of all functional speech and rely on AAC entirely, ventilators may be used for respiratory support, swallowing difficulties may occur.

12. MULTIPLE SCLEROSIS
MS is a degenerative disease where there is multiple plaques that cause destruction in myelin cells.
Dysarthria is the most common among MS but is not present in all persons. Although there are speech impairments, for most persons, AAC systems are not required.
Aphasia can also be associated with MS causing language impairments at different degrees for different people.
Visual impairment is also affected with MS, often being one of the first symptoms.
Motor control problems vary significantly depending on the person and progression. The limitations of MS that will be acquired must be assessed with visual impairments when assessing for an AAC device.
Since progression is unknown it is hard to locate a device that will work for long periods of time and assessment is difficult for the same reason.

13. The 5 classes of MS
Relapse and remitting- a person will have symptoms and fully recover.
Chronic progressive- the symptoms progress over time becoming more severe.
Combined relapse/remitting with chronic progressive- degeneration of capabilities with times of remittance.
Benign- typical life span with little progression and typical functioning.
5. Malignant- rapid deterioration of the cognitive, cerebellar, and pyramidal systems that leads to death in a short amount of time.

14. Intervention Staging
Stage 1: No detectible Speech Disorder, intervention should include education about progression
Stage 2: Slight changes to speech, unstable volume, and speech intervention is not recommended yet.
Stage 3: Dysarthria appears and effects intelligible speech, intervention is not required but recommended to teach breakdown resolution strategies.

15. Intervention Staging cont.
Stage 4: Experiencing significant reduction in intelligibility, intervention includes speaking in optimal listening conditions, alphabet boards are commonly used during this stage.
Stage 5: Limited functional speech, rely on AAC device for communication, implement yes/no communication systems with caregivers, individualized interventions are necessary.

16. GUILLAIN-BARRE SYNDROME
GBS is a degenerative disease that is characterized by progressive destruction and regeneration of myelin sheaths in the peripheral nervous axons.
Paralysis begins in legs and moves upwards.
Paralysis lasts from one to three weeks and the myelin sheath regenerates and muscle strength slowly returns, starting with the head.
80% fully recover.

17. Communication Disorders
Flaccid dysarthria
Anarthria (complete loss of speech)
Severe paralysis requires ventilator support
Language and cognition is usually unaffected.

18. Intervention Stages
Stage 1: monitor progression so AAC can be provided when appropriate
Stage 2: respiratory support and AAC intervention is needed, develop yes/ no system
Stage 3: continue to use low-tech AAC devices
Stage 4: regain speech with reduced intelligibility and loudness, continued respiratory support
Stage 5: residual weakness, occasionally dysarthria

19. PARKINSON’S DISEASE
PD is caused by a loss of neurons in the basil ganglia and brain stem. This causes many motor problems for the person.
Persons with PD typically have the ability to spell words out for a device, but can have training to help with memory and learning difficulties.
Sensory skills are left unchanged.
Side effects of L-dopa can interfere with AAC approaches
Motor symptoms include: resting tremor, rigidity, reduction of movement (paucity), and impaired postural reflexes

20. Communication Symptoms
Dysarthria and dementia
Speech symptoms include reduced pitch, volume, increased rate, reduced intensity, imprecise articulation
No natural course of symptoms
Gradually become increasingly difficult to understand

21. Motor Skills
AAC interventions should be aware of their progressive motor impairments and create the device accordingly
Due to reduced ROM and speech, AAC devices need to have a smaller display, size, and keyguard for excessive movement
Lack of fine motor control will limit AAC options

22. Assess Constraints
Due to slow progression, people with PD may be hesitant to use an AAC device because at the time of onset, they can speak
People with PD have older peers and who could have a poorer hearing, which would cause a communication barrier
People with PD blame the communicaiton partner for not being understood

23. Intervention Stages
Stage 1: no speech difficulties, education and acceptance of family, peers, and person diagnosed
Stage 2: reduce volume, speech intervention recommended, portable speech amplification systems may improve communication
Stage 3: reduced intelligibility, reduced loudness, increased rate, important to have frequent communication partners to become more familiar to speech

24. Intervention Stages cont.
Stage 4: no functional natural speech, AAC boards can include pace setting boards, alphabet supplementation to control speaking rate.
Stage 5: loss of all functional speech, overall motor control and cognitive impairments, AAC devices are difficult to implement and intervention is very individualized.

25. BRAIN STEM STROKE
BSS is caused by lack of circulation around the brainstem often causing dysarthria or anarthria.
Persons with BSS’s communication symptoms differ considerably depending on the level of disruption and dysarthria.
Tactile impairments typically occur with BSS
Vision problems may or may not be affected; eye problems may be affected if the stroke is high in the brain stem.

26. Communication/Linguistic and Sensory/ Perceptual Skills
If the stroke only involves the brain stem, no cognitive or language impairment is expected.
If the stroke affects more than the brain stem, cognitive or language impairments may occur.
Usually no cognitive impairments

27. Motor Skills Usually experience problems with limbs.
Difficulty controlling speech mechanisms which would effect articulation and intelligibility.
Research shows eye or head pointing as the alternative access mode is successful as an AAC system.

28. Intervention Stages
Since BSS not degenerative, the stages go from worse to better in terms of therapy
Stage 1: provide early communication system so they can at least answer yes/no questions
Phase 1- Initial choice making
Phase 2- Pointing
Phase 3- Multipurpose Electronic AAC device
Stage 2: develop voluntary control of respiratory, vocal, velopharyngeal, and articulatory systems while continuing to use AAC systems

29. Intervention Stages
Stage 3: intervention focuses on intelligibility with goals of meeting all communication needs through natural speech
Stage 4: no need for AAC device, goal of intervention is to speak as natural as possible by learning appropriate breath groups and stress patterns
Stage 5: no detectable speech disorder, very uncommon

30. Locked- in- Syndrome (LIS)
Similar to BSS
A basilar artery stroke, tumor, or trauma that results in damage to the upper pons and occasionally the midbrain causes a conscious quadraplegic state that limits voluntary movements to vertical eye movements and sometimes eye blinks.
Average survival rate of 85% is 5 years, ranging from 2 to 18.
Low and high-tech AAC devices can be implemented.

31. Angie H… refer back to printed ppts for revision of this ppt…..

32. Chapter 16 Adults with Severe Aphasia

33. Aphasia
“Aphasia is an impairment of the ability to interpret and formulate language” (Garrett & Lasker, 2005, p. 467).
Reduced abilities in speaking, auditory comprehension, reading, writing, and gestural communication
Approximately 1 out of every 275 adults in the United States have aphasia (Garrett & Lasker, 2005).
Most commonly results from Cerebral Vascular Accident (CVA)
Other etiologies include: brain injury related to accidents, tumors, or neurologic illnesses

34. Subtypes of Aphasia
Wernicke’s
Broca’s
Transcortical
Anomic
Global

35. Treatment Approaches
Traditional treatment involves assisting people with aphasia to speak more effectively, comprehend more fully, and write with fewer errors
Participation Model focuses on interventions that enhance the person with aphasia’s ability to actively participate in life activities that are important to them – Patients are encouraged to use natural communication modalities and AAC

36. Functions of Communiation
Analyze the purposes of communication prior to designing AAC interventions
Consider the four general functional categories: expression of basic needs and wants, information transfer, social closeness, and social etiquette

37. Partner Dependent Communicators
These communicators will always be dependent on their conversational partners for informational demands and communication choices within familiar contexts
Emerging Communicator
Contextual Choice Communicator
Transitional Communicator

38. Emerging Communicator
Characteristics
Profound cognitive-linguistic disorder across modalities
Extreme difficulties speaking, using symbols, and responding to conversational input
Seldom communicate purposefully or use nonverbal signs, such as pointing or nodding
Intervention Strategies for Emerging Communicators
May initially benefit from contextual activities that elicit referential skills
Low-tech AAC devices can be used to help the emerging communicator comprehend and control their environment
Treatment is focused on foundational communication skills: turn-taking, choice-making ability with tangible objects or photographs, referential skills, and clear signals of agreement or rejection
Conversation partner training should focus on how to provide choice-making opportunities throughout daily routines and reinforce communicator’s responses

39. Contextual Choice Communicator
Characteristics
More capable than emerging communicators, but do not initiate or add to conversations on their own – socially isolated
Can participate in conversations when provided written or pictorial choices on a turn-by-turn basis
May benefit from Augmented Input Techniques
Intervention Strategies for Contextual Choice Communicator
AAC interventions should be embedded within conversations about familiar topics
Primary expressive goal is to teach the communicator to consistently reference what he or she is talking about, understand the meaning of graphic symbols, make choices to answer questions, and begin to ask questions by pointing

40. Strategies for Contextual Choice
Written Choice Conversation – the facilitator generates written key words that are pertinent to a conversational topic. Reponses can be general or specific.
Yes/No Responses to a Partner’s Tagged Questions – Partners add the phrase “yes or no” at the end of their questions coupled with the corresponding head nod or shake.
Asking Questions – May need additional interventions to initiate conversations, such as hand-over-hand assistance to point or gesture toward something or someone to ask questions
Augmented Comprehension (Input) Techniques – especially for the communicator with aphasia who also has auditory processing difficulties: after the communication partner identifies that the person with aphasia has misunderstood, partner reiterates the message while simultaneously pointing to the item being discussed, showing photographs, writing key words or phrases, etc.

41. Transitional Communicators
Characteristics
Have strategies to convey their message when they are unable to speak, such as search through their communication notebooks or gesturing.
Biggest challenge is communicating successfully in spontaneous conversations without contextual cues
Intervention Strategies for Transitional Communicators
Focus is on initiating conversations with as little cueing as possible
Storytelling can be used as a content-rich communication activity

42. Independent Communicator
Can comprehend most of what is said to them without contextual support; use both natural speech and augmented strategies
Stored Message Communicators
Generative Message Communicators
Specific Need Communicators

43. Stored Message Communicators
Characteristics
Can independently locate messages that have been stored in their AAC systems, without prompting in familiar settings
Seldom generate novel information in unusual topics (AAC skills too limited to participate independently in free-form conversations)
Intervention Strategies for Stored Message Communicators
Therapists and family members should work together to store an inventory of messages for specific situations.
Intervention sessions outside of the therapy room, in naturalistic settings, may be helpful to evaluate the effectiveness of message content, etc.

44. Generative Message Communicator
Characteristics
Maintain independent lifestyles
Preserved skills may include drawing, gestures, pantomiming, first-letter-of-word spelling, word writing, and pointing to words or symbols
Communication skills are often fragmented or inconsistent and require some AAC intervention
Intervention Strategies for Generative Communicators
Focus on participation patterns, clarifying communication needs, identify topics of interest, and teach the individual to manage a variety of AAC strategies
Teach the generative message communicator when to use the various AAC strategies – often overlooked

45. Specific Need Communicator
Characteristics
These communicators only need AAC in certain situations for specificity, clarity, or efficiency
Often live independent lifestyles
Intervention Strategies for Specific-Need Communicators
Analyze the requirements of the specific communication task and contrast those requirements with the communicators current skills
May benefit from situation training (role play)

46. Assessment
Evaluate communication needs, linguistic and cognitive competencies
Assess communication needs in real-life contexts
Assess Specific Capabilities
Linguistic Skills
AAC-Related Skills
Nonverbal Communication Skills
Motor Skills

47. Assessment cont. Sensory Skills Perceptual Skills Pragmatic Skills
Experiential Skills
Cognitive Skills
Assess Constraints
Partner Skills

48. Demands of Potential AAC Strategies
Motoric
Writing, pointing, access to digitally stored messages
Cognitive
Must memorize symbols (if used) – more novel than words
Numeric coding
Layers of arrays or boards – remember to look on each and the steps to transition between, as well as where things are located without having it represented in front of them
Spelling
Operational skills
Turning the device on/off, comprehending synthesized speech, using flowchart menus, keyboarding, charging the device
Metacognitive
Using speech and writing, knowing when to use other strategies
Knowing when to rephrase a message as opposed to repeating
Repairing communication breakdowns with various AAC strategies
Linguistic
Syntax & word-retrieval

49. Intervention Issues
The following may affect success of an AAC intervention. This is not an exhaustive list:
The individual's or family's continued desire to work on speech
Difficulty with acceptance of AAC alternatives
Premature discontinuation of treatment
Poor matching between AAC system features and communicator's capabilities
Limited availability of personalized messages
Lack of practice in contextual situations
Lack of available communication partners for partner-supported communicators
An inadequate support network to assist in message development for generative communicators
Lack of communication opportunities because needs are anticipated by others
Clinicians can work with the communicator and family members about their hesitations using a device
Emphasis on conversation partner training should occur early in an individual's recovery
Schedule routine follow-up visits each week, if possible

50. Chapter 17 Primary Progressive Aphasia

51. Primary Progressive Aphasia
PPA is characterized by a gradual regression/deterioration of language skills in the absence of other types of cognitive impairments or other behavioral disturbances for a period of at least two years.
PPA is the fifth most common type of dementia
Some individuals with PPA may eventually show other cognitive impairments that are more consistent with other types of dementia (such as Alzheimer’s disease)
Symptoms of PPA include:
anomia (problems with naming)
slow and hesitant speech
fluent and nonfluent forms exist

52. Early Stage Intervention
People in early stages of PPA are still able to use some speech
People in the early stages show the most difficulty with word finding
Intervention techniques are similar to techniques used for “specific needs communicators”
use of booklets or cards that contain specific information
pre-prepared questions that can be used for tricky language situations
gestures for resolving communication breakdown

53. Middle Stage Intervention
People with PPA in this stage are considered “generative message” or “transitional” communicators
People in this stage may require AAC for most communicative contexts
Persons in this stage may benefit from drawing in order to communicate messages
Persons in this stage may find the use of: maps, calendars, floor plans to be helpful for the clarification of specific content related to their messages
Persons in this stage may also have problems comprehending spoken information and so may require some augmented input devices as well as devices/strategies for message generation, these might include: printed key words, photos, gestures, etc.

54. Late Stage Intervention
The communication needs of persons with PPA in the late stages are similar to the needs of “contextual choice communicators” in the initial phases of this stage
These individuals need help both to communicate and to comprehend information
As the disease progresses, these persons may become “emergent communicators”. At this time, they may require the use of interventions which use limited choice making for the communication of needs and wants

55. Communication Notebooks
Communication notebooks are small wallets or note-books which contain information that is personalized relevant to a person’s communication needs
Communication notebooks or wallets may contain:
photos of family members
if literate, may contain printed info that the person may normally forget
Notebooks should be personalized
Person with dementia or PPA should help the SLP decide what content will be placed in the notebook before the disease progresses
Opportunities for using the note-book and updating of content should be a priority throughout the course of PPA
The notebook should be dynamic and adapted as the individual’s communication needs change

56. Dementia
Dementia is described as a chronic, acquired cognitive impairment
Diagnosis requires that the cognitive impairments involve: memory PLUS one other cognitive domain which might include: attention, language, praxia, and frontal lobe functions, Alzheimer’s is the most common form
Dementia affects:
episodic memory- memory of recent events, effected first
semantic memory- memory for facts and general knowledge
procedural memory- memory for how to do things, this type of memory is preserved the longest

57. AAC Recommendations for Dementia
The primary focus of intervention throughout the course of the disease is focus on strengths of the individual
General communication strategies for persons with dementia:
Use of memory books (facilitates memory by utilizing recognition rather than recall memory)
Reducing distractions- Persons with dementia may process information more easily in distraction free environments
Organize information into manageable “chunks”
Provide information in multiple modalities (visual, auditory, etc)
Strategies should address both language representation and organization
Environmental print/photos- when placed on commonly used items, may remind person what the items are used for
Use a variety of strategies

58. Huntington’s disease

59. Huntington’s disease
HD is an inherited autosomal dominant degenerative disease.
Symptoms begin to appear around age 40
Persons with HD are often unable to speak functionally by the end stages of disease (Folstein, 1990)
Primary symptoms include:
spastic/irregular movement of the limbs/face
emotional problems
cognitive symptoms progressing to dementia with time
Communication impairments include:
language comprehension deficits including high-level processing difficulties
expressive language deficits

60. AAC Strategies for HD
Speech may or may not be so impaired that it requires AAC, dependent on stage of disease and individual variation
Literature review suggests limited success with high-tech AAC for persons with HD, as reported by Beukelman (2003)
Text suggests low-tech AAC strategies that focus on schedules and choice-making early in the course of disease
Other suggestions include training communication partners to cue/prompt persons using AAC consistently
Linguistic and cognitive supplementation is also recommended (such as to-do lists, note-books describing daily activities)

61. Chapter 18 Traumatic Brain Injury

62. TBI
Until the mid-1990s, patients with TBI only used AAC devices if they experienced severe, persistent anarthria or dysarthria.
Intervention with an AAC device is delayed until the communication disorder ‘stabilizes’ after the injury.
Intervention focuses on short-term needs instead of long-term so the patient can communicate if he/she is in a rehabilitation program.

63. Prevalence & Etiology
Many temporary or permanent brain injuries go unreported because the patient may only lose consciousness for a short time and do not go to the emergency room
1 in 6 reported TBI cases are unable to return to school or work
People at risk: between ages of years and older than 75 years
Most common cause is motor vehicle accidents
Second most common cause is fire arms

64. Cognitive/ Linguistic & Communication Disorders
Impairments in three areas:
cognitive impairments
language disorders
communication disorders as a result of damage to the motor control networks
The communication disorder can change greatly over the period of recovery

65. Natural Ability Interventions
SLPs are not able to predict if the patient will have natural speech recovery
Topic Supplementation
Alphabet Supplementation
Portable Voice Amplification

66. Topic Supplementation
If the patient’s speech is slightly intelligible, a communication device that provides context or a topic may be helpful.

67. Alphabet Supplementation
Used for patients with dysarthria
The first letter of each word is pointed to on an alphabet board while saying the word
Allows the listener to focus on words that begin with the letter

68. Portable Voice Amplification
Some patients with dysarthria speech is very quiet, therefore a portable speech amplifier may be used

69. Assessment & Intervention
Early Stage (Levels I, II, and III)
Assessment
Very difficult to assess because the patient may not be able to stay awake or pay attention for a long period of time.
Very little formal assessment is used during this stage
The team documents changes and observations of the patient’s responses
Gradually the person is able to differentiate between two or more people or object-good sign of development of yes/no responses
Intervention
The first goal is to have the person awake and responding to simple commands consistently.

70. Assessment & Intervention cont.
Middle Stage (Levels IV and V)
Assessment
The patient will begin to specify his/her basic needs
May have a difficult time accepting the AAC intervention at this time because of agitation and poor awareness of his/her communication deficits
At this time assessment is used to determine what the individual can do to help achieve communication goals
This assessment is informal and nonstandardized
Seating and positioning is the main concern at this point
This is important to determine if the patient can use direct selection or scanning options.
AAC Intervention
One or two major communication goals should be chosen at this time
The devices include nonelectronic: alphabet boards, pictures, word boards, yes/no techniques, and dependent scanning
Communication partners are important at this stage

71. Assessment & Intervention cont.
Late Stages (Levels VI, VII, and VII)
Assessment
Most individuals at this point have regained the cognitive capability to be a natural speaker
Those who cannot speak- due to motor control disorders or severe specific language disorders
AAC Intervention
May have a difficult time learning new information
Natural speech usually has already come back before this stage
AAC techniques in this stage are used for patients who have physical or cognitive impairments.
The most important skill to regain is reading and spelling

72. Chapter 19 AAC in Intensive and Acute Medical Settings

73. Intensive & Acute Medical Settings
Acute and intensive medical units serve a wide range of individuals who are unable to communicate, either temporarily or permanently.
Communication problems in these settings often occur as a result of primary medical conditions such as: traumatic brain injury, stroke, oral-laryngeal cancer, etc. or as a side effect of interventions such as surgery, intubation, and/or tracheostomy.
People in acute settings need to communicate regularly with hospital staff in order to participate in their own care, as well as with family members.

74. Causes of Communication Disorders in Acute Medical Settings
CD in acute medical settings can occur as a result of both primary causes and secondary causes
Respiratory support often interferes with communication processes and a persona’s ability to speak.
Primary Causes- those directly related to an individual’s illness or condition
Secondary Causes- those related to an individual’s need for temporary respiratory support

75. Endotracheal Intubation
Designed to transport air from a ventilator to an individual’s respiratory system.
Endotracheal tubes are usually passed in emergency situations through the person’s mouth, pharynx, and larynx into the trachea.
Oral intubation interferes with communication in several ways.
First, because the endotracheal tube passes through the oral cavity, it is impossible to articulate speech accurately.
Second, because the endotracheal tube passes between the vocal folds, which are located in the larynx, it is impossible to produce sound.

76. Tracheostomy
A tracheostomy is another way to transport air from a ventilator to an individual’s respiratory system.
It is a surgical opening from the front wall of the lower neck into the trachea.
An individual with a tracheostomy tube who depends on a ventilator has limited natural speech because air passes from the ventilator through the tube, rather than through the oral cavity and past the vocal folds.
Air passes in and out of the trachea via the tracheostomy tube, bypassing the vocal folds so that no phonation is possible and messages must be mouthed.

77. AAC Service Delivery in Acute Medical Settings
The core AAC team generally includes a speech-language pathologist, a physical therapist, and an occupational therapist who are employed by the hospital.

78. Establishing an AAC Program
The following equipment and materials should form the basis for AAC interventions in acute medical settings:
a lightweight neck-type electrolarynx
an oral-type electrolarynx
materials to construct alphabet boards, word boards, and picture boards
several magic slates
a portable mounting system on wheels to hold cardboard message boards or eye-pointing displays

79. Barriers and Supports
AAC teams must deal with a number of practice or knowledge barriers including:
Medical teams that do not refer individuals for AAC services
Personnel who prefer not to be burdened with additional work in an already busy workplace
Speech-language pathologists and other professionals who are not familiar with conducting AAC interventions in these settings.

80. Screening
The AAC team should conduct a preliminary screening as the first step of an assessment to determine whether the individual is an appropriate candidate for a more complete evaluation.
The individual must be able to follow simple directions and have some way of indicating yes and no.
Individuals who successfully complete preliminary screening tasks undergo a more extensive assessment of their capabilities.

81. People with Sufficient Oral-Motor Control for Speech
The first step in evaluation should be assessment of oral-motor capabilities.
If these are adequate to support speech, assessors should explore oral communication options.
If oral-motor control is inadequate, assessors must explore other communication options.
People that may not have the motor control necessary to produce voicing will need one of two types of electrolarynx often serves as an effective intervention device.
A “neck-type” electrolarynx is positioned against the exterior neck wall and vibrates the air column within the vocal tract.
An oral-type electrolarynx delivers sound into the oral cavity through a tube or catheter.
The oral-type electrolarynx is useful for individuals who can’t use a neck-type due to extensive tissue damage, swelling, or surgical tenderness in the neck area or because they must wear cervical collars that obscure their necks

82. Individuals with Insufficient Oral-Motor Control for Speech
Writing Options:
handwriting
self construction of communication book
“magic” slate so they can erase messages
Options for People who cannot write:
pointing with hands, eyes, or head to use direct selection
alphabet board
small typing system (individuals in an acute setting are unlikely to have the time or motivation to use an encoding strategy)
voice output if possible ( “voice banking” for children)
Options for People who Cannot use Direct Selection:
scanning options: dependent and independent

83. Access Constraints
Funding: Fortunately, the same resources that are responsible for hospitalization fees usually fund all medicare-related services, including AAC services.
Instruction of Listeners: The short-term acute medical environment imposes quite extensive learning constraints.
First, individuals are very ill and under a considerable amount of stress.
Second, many professionals and others interact with these individuals over the course of their stay.
The most effective AAC interventions are those that require minimal listener training. Individuals and their medical teams tend not to use complicated AAC systems in short-term acute medical environments