AAC Learning Center

Educational resources for AAC

Training Needs in AAC: A Virtual Roundtable Discussion (2021)

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Amy Goldman, Douglene Jackson,Kanaka Kannan, Catherine Kanter, Chris Klein, Sarah Marshall, David McNaughton, PhD, Diane Paul, Tracy Rackensperger, Gloria Soto, Carole Zangari
Amy Goldman, Douglene Jackson, Kanaka Kannan, Catherine Kanter,
Chris Klein, Sarah Marshall, David McNaughton, Diane Paul,
Tracy Rackensperger, Gloria Soto, & Carole Zangari

This page contains links to content discussed in
Goldman, A., Jackson, D., Kannan, K., Canter, C., Klein, C., Marshall, S., McNaughton, D., Paul, D., Rackensperger, T., Soto, G., Zangari, C. (2021). Training needs in augmentative and alternative communication: A virtual roundtable discussion. Assistive Technology Outcomes and Benefits, 15, 1-28.

Download Volume 15 of Assistive Technology Outcomes and Benefits

Abstract

In 2019, the Assistive Technology Industry Association (ATIA) released the results of an online survey, designed to identify training needs in the field of augmentative and alternative communication (AAC). The results were also later presented and discussed at an ATIA conference session by ATIA CEO David Dikter in February, 2020. The full report is available at https://atia.org/ATIA2019Survey.

The 2019 ATIA survey represented a massive outreach effort, supported by many individuals and organizations, to learn about training needs in AAC. The response was outstanding, with over 1,050 participants. The present paper is an edited version of an online roundtable discussion held in February 2021 to discuss a selected number of key survey findings. The discussion also addressed related topics such as strategies for building assessment and intervention capacity in AAC, opportunities for online case study discussions, supports for preservice instruction, development of collaborative AAC teams, inclusion of people who use AAC in all aspects of the assessment and intervention process, and the provision of culturally and linguistically responsive AAC services. Please visit Goldman et al (2021) to read the entire paper.

Collaboration Supports

Information Resources

National Organizations and Research Centers

Resources for Pre-Service and Inservice Training

 

 

 

 

Bridging Research to Practice with Visual Scene Displays (VSDs)

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6 presentersSix AAC scholars describe the results of research examining creative uses of a visual scene display (VSD) approach to supporting communication. The webcast was sponsored by the Attainment Company and hosted by the International Society of Augmentative and Alternative Communication (ISAAC). Please click on a link below to watch a specific topic.

 

Christine Holyfield (University of Arkansas) 
Introduction to Visual Scene Displays (VSDs)

Michelle Therrien (Florida State University) 
Using VSDs to support peer interaction during book reading 

Emily Laubscher (Penn State University) 
Using Video VSDs to support communication during play 

Nimisha Muttiah (University of Kelaniya) 
Training paraprofessionals to use low-tech VSDs  

Jessica Caron (Penn State University) 
Using the Transition to Literacy feature in VSDs to support single word reading 

Salena Babb (Messiah University) 
Using Video VSDs to support work skills 

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Questions and answers with audience

The iPad and mobile technology revolution: Benefits and challenges (McNaughton & Light, 2013)

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Cover of AAC JournalMcNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107-116.

Free copy available at
https://www.tandfonline.com/doi/full/10.3109/07434618.2013.784930

Abstract

The iPad and other mobile technologies provide powerful new tools to potentially enhance communication for individuals with developmental disabilities, acquired neurogenic disorders, and degenerative neurological conditions. These mobile technologies offer a number of potential benefits, including: (a) increased awareness and social acceptance of augmentative and alternative communication (AAC), (b) greater consumer empowerment in accessing AAC solutions, (c) increased adoption of AAC technologies, (d) greater functionality and interconnectivity, and (e) greater diffusion of AAC research and development. However, there remain a number of significant challenges that must be addressed if these benefits are to be fully realized: (a) to ensure the focus is on communication, not just technology, (b) to develop innovative models of AAC service delivery to ensure successful outcomes, (c) to ensure ease of access for all individuals who require AAC, and, (d) to maximize AAC solutions to support a wide variety of communication functions. There is an urgent need for effective collaboration among key stakeholders to support research and development activities, and to ensure the successful implementation of mobile technologies to enhance communication outcomes for individuals who require AAC and their families.

Designing AAC research and intervention to improve outcomes…(Light & McNaughton, 2015)

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Cover of AAC JournalLight, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.
http://www.tandfonline.com/doi/full/10.3109/07434618.2015.1036458

Abstract

There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classification of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifically, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual’s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual’s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.

Communicative Competence…: A new definition for a new era of communication? (Light & McNaughton, 2014)

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Cover of AAC JournalLight, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication?. Augmentative and Alternative Communication, 30, 1-18.

Free copy available at
http://www.tandfonline.com/doi/full/10.3109/07434618.2014.885080

 

Abstract

In 1989, Light defined communicative competence for individuals with complex communication needs who require augmentative and alternative communication (AAC) as a dynamic interpersonal construct based on functionality of communication; adequacy of communication; and sufficiency of knowledge, judgment, and skills. Specifically, Light argued that, in order to demonstrate communicative competence, individuals who required AAC had to develop and integrate knowledge, judgment, and skills in four interrelated domains: linguistic, operational, social, and strategic. In 2003, Light expanded this definition and argued that the attainment of communicative competence is influenced by not just linguistic, operational, social, and strategic competencies but also a variety of psychosocial factors (e.g., motivation, attitude, confidence, resilience) as well as barriers and supports in the environment. In the 25 years since this definition of communicative competence for individuals who use AAC was originally proposed, there have been significant changes in the AAC field. In this paper, we review the preliminary definition of communicative competence, consider the changes in the field, and then revisit the proposed definition to determine if it is still relevant and valid for this new era of communication.

The contents of this website are a joint offering of Penn State University and the RERC on AAC. They were developed, in part, under a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90REGE0014) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this website do not necessarily represent the policy of NIDILRR, ACL, or HHS, and you should not assume endorsement by the Federal Government.
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