Approximately 1.3% of all people, or about 4 million Americans, cannot rely on their natural speech to meet their daily communication needs. Telepractice offers a potentially cost-effective service delivery mechanism to provide clinical AAC services at a distance to the benefit of underserved populations in the United States and worldwide. Tele-AAC is a unique cross-disciplinary clinical service delivery model that requires expertise in both telepractice and augmentative and alternative communication (AAC) systems. The Tele-AAC Working Group of the 2012 ISAAC Research Symposium therefore drafted a resolution underscoring the importance of identifying and characterizing the unique opportunities and constraints of Tele-AAC in all aspects of service delivery. These include, but are not limited to: needs assessments; implementation planning; device/system procurement, set-up and training; quality assurance, client progress monitoring, and follow-up service delivery. Tele-AAC, like other telepractice applications, requires adherence to the ASHA Code of Ethics and other policy documents, and state, federal, and international laws, as well as a competent technological infrastructure. The Working Group recommends that institutions of higher education and professional organizations provide training in Tele-AAC service provision. In addition, research and development are needed to create validity measures across Tele-AAC practices (i.e., assessment, implementation, and consultation); determine the communication competence levels achieved by Tele-AAC users; discern stakeholders’ perceptions of Tele-AAC services (e.g., acceptability and viability); maximize Tele-AAC’s capacity to engage multiple team members in AAC assessment and ongoing service; identify the limitations and barriers of Tele-AAC provision; and develop potential solutions.
Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.
Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.
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