The Changing Face of Augmentative and Alternative Communication: Past, Present, and Future Challenges

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

“…In the 25 years since Light fi rst proposed this model of communicative competence, there have been dramatic changes in the AAC fi eld: (a) changes in the demographics of the population that uses AAC; (b) changes in the scope of communication needs that must be considered; (c) changes in the AAC systems that are available; and, (d) changes in expectations for participation by individuals who use AAC (Light & McNaughton, 2012a). It seems appropriate, then, to re-visit the original defi nition of communicative competence to assess its current relevance and validity.…”

“…This trend towards increased use of photos and video has some potential advantages for individuals with complex communication needs for use of visual images such as photos to enhance communication has a long history in the AAC fi eld (Hanson et al, 2013). With the advent of many social media applications, photos and video have become widely-accepted channels of expression across society (Light & McNaughton, 2012a), and are used to support communication for educational, employment, health, and social purposes (Raghavendra, Newman, Grace, & Wood, 2013 …”

“…During the past 25 years, the fi eld of AAC has witnessed signifi cant increases in the numbers of people with complex communication who receive or might benefi t from AAC services; furthermore, the population receiving AAC services is increasingly diverse in terms of age, disability, language, culture, and race/ ethnicity (Beukelman, 2012;Light & McNaughton, 2012a;Mueller, Singer, & Carranza, 2006;Soto & Yu, 2014). In addition to the increased prevalence of individuals with complex communication needs, there have also been signifi cant improvements in preservice and inservice training in AAC over the past 25 years (e.g., Costigan & Light, 2010;Ratcliff, Koul, & Lloyd, 2008), resulting in greater professional awareness and acceptance of AAC intervention generally.…”

“…Now there is increased recognition that communication needs extend well beyond face-to-face interactions and also include written communication to meet demands at school or in the work place; social media such as Facebook and Instagram to network, share experiences, and establish membership in peer communities; cell phones and texting to connect with friends; blogging to provide commentary and build communities with like interests; Twitter to instantaneously update status and express short bursts of opinion; e-commerce to fulfi ll a wide array of needs and wants, and so on (Light & McNaughton, 2012a With access to an increased array of potential partners, however, have come increased demands for independent and easily intelligible communication. In using various media tools, individuals with complex communication needs cannot co-construct messages with familiar partners as they do in face-to-face interactions; rather, they must develop the skills to independently use these new tools, adhere to their conventions, and communicate with a broader audience that includes those who may have limited or no prior experience with AAC.…”

Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

“…Studies have shown that the implementation of AAC resources early in a student's educational experience has the potential to improve the user's academic skills, communication skills, and social skills throughout his or her lifetime (e.g. Chung et al, 2012;Chung and Douglas, 2014;King and Fahsl, 2012;Light and McNaughton, 2012;Millar et al, 2006;Rispoli et al, 2010;Soto et al 2001a;Stoner et al, 2006;Zangari et al, 1994). Based on previously mentioned studies, the effectiveness of AAC systems has been addressed and has resulted in communication enhancements for students with severe communication impairments.…”