Using Alternative and Augmentative Communication (AAC) to Improve the Daily Lives of Children with Autism Page: 2
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Using Alternative and Augmentative Communication (AAC) to Improve the Daily Lives of Children with Austim - 2/4
lead to increases in proper expressive language skills.[7]
Teaching children to use AAC devices is an extremely
important aspect to consider. This has a huge part in deter-
mining the success of the user's experience with the device.
In Mechlings study, the AAC device was used to order food
at a restaurant. The utilization of this device was shown to
increase independent ability to order. Although the time to
adjust may vary, the results ultimately came to the same con-
clusion. The AAC improved the ability of the students to
order independently in a community-based environment. Ini-
tially, this is done with much dependency on the caregiver or
teacher. With the least-to-most prompting method, children
are weened of the dependency of their caretaker and increase
independent communication. In addition, as the user learns
to use their device, much prompting will likely be needed.
Often, even when the user becomes proficient they will need
prompting in scenarios they have not learned to react prop-
erly to. Though percentage errors are low, dependency is not
completely eliminated. Teaching and using AAC with chil-
dren in general has many common components. Perhaps the
most prominent is the need to consider the individual child's
capabilities when deciding goals. This is especially important
for children with ASD since they have ranging and differing
communication capabilities and difficulties. Another compo-
nent involved with AAC use with children with ASD is the
need for scaffolding. When learning to use AAC, scaffolding
can be used in addition to least-to-most prompting. Lastly,
early intervention is key in teaching proficiency with any AAC
device. The earlier the intervention, the better the outcome.
Practices like these help children with ASD to be successful
in learning to use their AAC devices effectively. [8]
When using an AAC device, factors that influence how
well a child will do with the device must be considered. One
major factor is the opinion of the family. If the family's opin-
ion is not fully understood or received, they are less likely to
use the device at home, defeating the whole purpose. Family
can also give the best idea of what kind of vocabulary the child
will be around and what areas need the most improvement.
Finally, parents set the goals for independence which will be
reached by using the device. [9] When the family is invested
and on board with the device, then a child is more likely to
use the device and be successful.
Another major factor impacting the success of AAC use
is peer familiarity. Children spend a large portion of their
time around school peers, thus their classmates' perceptions
of AAC use often defines what kind of communication the
child will have in school with his/her peer groups. It can also
influence whether the child will want to continue improving
on the device or not. It is shown that gender and peer famil-
iarity with AAC majorly impacts communication. Meaning,
if the child is female and surrounded by peers that are famil-
iarized with AAC, then that child will be more likely to be
more proficient on the device. In addition, it has been shown
that communication amongst AAC users and non-AAC users
improves communication for the AAC user, while improvingattitudes of peers towards AAC.[10]
Over the years, AAC devices techniques expanded from
sign language to a wide array of devices. AAC's purpose
is to enhance the individual's communication abilities. As
a result, there are many things to consider when choosing
a device. First is the intended length and extent of use of
AAC, for which there are varying results. Depending on the
user, AAC use can range from long-term or short term while
transitioning to verbal communication, or it can be used as a
permanent means of communication. In addition, there are
two broad categories of AAC type. These categories are aided
and unaided. Aided AAC refers to an external tool being used,
and unaided refers to no external tool being used. When using
aided AAC, low-tech (nonelectronic) or high-tech (electronic)
tools can be used. Examples of unaided AAC would be sign
language, facial expressions, or simple vocalizations, while
aided AAC includes writing, pictures, or speech generating
devices.[11]
2.1 Analysis of Barriers to AAC Use
Although there are a variety of AAC devices to choose from,
there are some barriers that can limit the function of the de-
vices. These limitations begin with the setting of instruction in
using the device. While it is necessary to have an experimental
setting to test the validity and reliability of AAC devices or to
instruct, this results in a very regulated experience involving
the user and the device. [12] Even in teaching scenarios in
schools, the settings tend to be more regulated and not gen-
eralized. This can lead to difficulty when using the device in
real life situations, such as at the stores and restaurants, or
even with peers. Another limitation that arises from the con-
trolled settings is the inauthentic language style that results. In
addition, the caregiver's knowledge of the device and how to
use it can greatly affect how well the user utilizes the device.
If the caregiver's skills are not adequate then the user is likely
to have inadequate skills.[13] With AAC that has voice output,
the voice that is used often does not accurately represent the
user. A female child might be reluctant to use a device that
sounds like a grown male.
2.2 Symbol-Based Devices
Symbol based devices make up a majority of AAC devices.
Putting pictures together to communicate enhances and in-
creases communication functions, such as requesting and
engaging with peers. Such is the case with the Thiemann-
Borque study using the Picture Exchange Communication
system (PECS) where having peer conversations improved, as
well as requesting.[14]
One of the most common choices of symbol-based AAC
is iPad applications. These symbol-based applications are
easy to install, they are common in many homes, there is ease
of access, and the convenient portability. These features make
iPad AAC a very common choice. This is shown with a popu-
lar iPad application: Proloquo2go. This symbol-based AAC
iPad application includes many categories such as feelings,
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Rodriguez, Kelsey. Using Alternative and Augmentative Communication (AAC) to Improve the Daily Lives of Children with Autism, article, 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1624962/m1/2/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Honors College.