Supporting Individuals Who Use Augmentative and Alternative Communication: Breaking Down Opportunity Barriers

Description:

Individuals with complex communication needs who use Augmentative and Alternative Communication (AAC) frequently encounter barriers that limit their ability to achieve their full potential in communication and in life. These barriers include access barriers (limitations in the current capabilities of the AAC user or the communication systems that they use) as well as opportunity barriers (e.g., policy, practice, knowledge/skill, and attitude barriers that extend beyond the AAC user). It is essential to consider both access and opportunity barriers when designing systems and supports for individuals who use AAC. However, often the emphasis of research and practice is on addressing issues related to access barriers with far less attention to opportunity barriers. Supporting Individuals Who Use Augmentative and Alternative Communication: Breaking Down Opportunity Barriers is the first book to focus specifically on practical strategies for breaking down opportunity barriers experienced by individuals who use AAC.

The text is divided into four sections, with each section devoted to a frequently encountered opportunity barrier (knowledge/skill, practice, attitude, and policy). Within each section, readers will (a) develop a deeper understanding of the impact of the barrier through the eyes of individuals who use AAC or their families, (b) acquire knowledge based on current research and recommended practices related to addressing the barrier, and (c) learn how professionals have successfully addressed the barrier via case examples from the field. The final chapter provides readers with information (as well as tools and examples) about how to go “beyond the book” and actively address the unique opportunity barriers they encounter.

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Preface

It is well established that a wide variety of individuals with complex communication needs can increase their ability to communicate efficiently and effectively using Augmentative and Alternative Communication (AAC). AAC includes unaided and aided modes of communication. Unaided modes do not involve the use of additional equipment or materials (e.g., facial expressions, body language, gestures, sign languages, and sign systems). Aided modes do use additional equipment/materials and include systems that do not use technology (e.g., photographs, line drawings, written words), systems that utilize technology that is relatively simple in form (e.g., simple battery-operated devices, single message voice output devices), and systems that use technology that is more complex such as speech generating devices and laptops/tablets with software that allows them to operate as AAC systems. Although AAC can increase communicative efficiency and effectiveness, many individuals who use AAC experience barriers in their development of communication skills. The Participation Model (initially conceptualized by Rosenberg and Beukelman in 1987 and then revised by Beukelman and Mirenda in 2013) provides a comprehensive and systematic framework for AAC assessment and intervention, including an evaluation of barriers related to access (limitations in the current capabilities of the individual or in the communication systems that they use) and opportunity (limitations based upon policy, practices, knowledge/ skills of professionals or communication partners, and attitudes; Beukelman & Light, 2020). It is essential to consider both access and opportunity barriers when designing systems and supports for individuals who use AAC. However, Light and McNaughton (2015) note that, too often, the focus of research and practice has been on issues related to access barriers with far less attention to opportunity barriers.

The Purpose of This Book

This book is designed to support those who find themselves frustrated by the opportunity barriers experienced by individuals who use AAC and are searching for ways to break down those barriers. Individuals who may be in a position to break down opportunity barriers include people who rely on AAC, speechlanguage pathologists, occupational therapists, physical therapists, special education teachers, family members, and other professionals in school, health care, and community settings.

Section and Chapter Format

The text is divided into four sections, with each section devoted to a frequently encountered opportunity barrier (knowledge/skill, practice, attitude, policy). Within each section, readers will (a) develop a deeper understanding of the impact of the barrier through the eyes of individuals who use AAC or their families, (b) acquire knowledge based on current research and recommended practices related to addressing the barrier, and (c) learn how professionals have successfully addressed the barrier via case examples from the field.

Readers will note that both identityfirst and person-first language is used in this book. This is intentional. The language used in different parts of this text (e.g., interviews, case studies) honors the preferences of the individual (or group of individuals) and reflects the language that the individual used to describe themselves (American Psychological Association, 2020; University of Kansas, Research and Training Center on Independent Living, 2020).

Key Features

• Includes in-depth interviews with individuals who use AAC and their families
• Identifies evidence-based and promising practices for addressing opportunity barriers
• Provides tips, tools, and resources for addressing opportunity barriers
• Illustrates successful strategies for addressing opportunity barriers through case examples and step-by-step guidelines for implementation
• Includes contributions from professionals in the field who have successfully addressed opportunity barriers in home, school, workplace, and community settings

Who Should Read This Book

This book is designed to support those who find themselves frustrated by the opportunity barriers experienced by individuals who use AAC and are searching for ways to break down those barriers, including people who rely on AAC, speech-language pathologists, special education teachers, occupational therapists, physical therapists, family members, university students, faculty in higher education, and other professionals in school, healthcare, and community settings.