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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.

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)

Successful employment for individuals who use AAC

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Dr. David McNaughton (Penn State University) & Anthony Arnold  (Prentke-Romich)

Webcast Description

David McNaughton (Penn State University) and Anthony Arnold (Prentke-Romich Company) describe strategies to support employment for individuals who use AAC. All strategies are illustrated with “success stories” of people who use AAC and who are employed.

Key components of successful employment include

  1. Developing employee knowledge and skills that are valued in the workplace
  2. Identifying and developing jobs that are a good match for the skills and interests of the AAC user
  3. Ensuing that needed supports are available to maintain employment success

Additional Resources

Alternatively Speaking – Augmented Communicators on Work (1998)
This issue focuses on the work experiences of persons who use AAC, and strategies (for use at any age) to prepare for employment.

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 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.