AAC Learning Center

Educational resources for 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.

AAC Interventions to Maximize Language

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Dr. Janice Light (Penn State University)
Webcast Description
Young children who have significant communication disabilities are at risk in all aspects of their development. Early AAC intervention is essential to maximize outcomes. This session will report on the results of a research project, funded by the National Institute on Disability and Rehabilitation Research as part of the AAC-RERC.The session will discuss:
(1) effective designs for AAC systems to better meet the needs and skills of young children, and
(2) effective techniques to implement AAC with young children who have significant communication disabilities (ages 0-3) and their families.Implications for effective evidence-based practice will be discussed using case studies to illustrate the effects of these interventions on language and communication development. With early access to appropriate AAC technologies and services, young children with significant communication disabilities will be better able to build the language and communication skills that they require to achieve their full potential and maximize outcomes.
Additional Resources
The AAC and Early Intervention Website provides guidelines for supporting the development of language skills for learners with special needs, especially learners with complex communication needs.
A 10-item quiz based on the content of this webcast, is available at the AAC Learning Center Moodle. You will need to register at the AAC Learning Center Moodle in order to complete the quiz. Upon successful completion of the quiz, you will be able to download a Certificate of Completion.

This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR) in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

Maximizing Literacy Skills

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Dr. Janice Light & Dr. David McNaughton (Penn State University)

Webcast Description

Literacy skills are critical for individuals who require AAC. Unfortunately, many individuals who require AAC experience significant difficulties in acquiring literacy skills.

This session will discuss effective evidence-based practices to maximize the literacy skills of individuals who require AAC. Case studies (including video) will be used to illustrate effective interventions to help student who require AAC:
(a) acquire phonological awareness skills,
(b) learn to read words,
(c) participate in shared reading activities with personalized books, and
(d) write their own stories.
With appropriate instruction, individuals who require AAC can achieve improved literacy skills and will be able to maximize their educational and vocational outcomes.

Additional Resources

The AAC Literacy website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs

A 10-item quiz based on the content of this webcast, is available at the AAC Learning Center Moodle. You will need to register at the AAC Learning Center Moodle in order to complete the quiz. Upon successful completion of the quiz, you will be able to download a Certificate of Completion.

 

This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR)in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

The impact of early access to AAC

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Webcast description

Dana Nieder describes the impact of early access to AAC for her daughter, Maya.

First shown at the RERC on AAC State of the Science Conference in Arlington, Va, on July 13, 2018.
Text and photos by Dana Nieder

Please cite as:

Nieder, D. (2018, July 13). The impact of early access to AAC. Retrieved from https://aac-learning-center.psu.edu/2018/07/19/the-impact-of-early-access-to-aac-dana-nieder/

Additional resources

Please visit Uncommon Sense, a blog written by Dana Nieder, for more information.

Teaching Reading and Writing to a Learner with Autism Spectrum Disorders and Complex Communication Needs

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AnnaThis module provides an introduction to literacy instruction for learners with complex communication needs, and describes the impact of literacy instruction for Anna, a young girl with autism spectrum disorders ( ASD).

The major topics include:

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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