Augmentative+and+Alternative+Communication

http://aac.unl.edu/ Here is a great site for AAC with lots of information and great ideas for interventions. It has a lot of resources and references as well as academic resources, additional links and informative presentations.

The Eyegaze System makes it possible for people with physical disabilities to operate a computer with their eyes. By looking at control keys displayed on a computer monitor, a person can synthesize speech, control his environment (lights, appliances, etc.), type, operate a telephone, run computer software, and access the internet. There is a camera mounted on computer monitor is focused on user's eye. The camera determines where user is looking and the curser is placed at the gaze point. Mouse clicks are done with a slow eye blink or a hardware switch.

The Personal Communicator is a program that converts text to signs. You can learn more than 2500 ASL signs representing more than 4500 English words. It brings ASL communication capabilities to the desktop and notebook computer. = =

Planning and Execution Assistant and Trainer (PEAT) looks like a palm pilot. It is used to increase independence and quality of life for people with cognitive disorders due to brain injury, stroke, MS, autism, Alzheimer's disease, ADHD, etc. The advertisers compare it to a personal planning assistant that provides help 24/7. Some of the features include: automatic cues to start and stop activities, use customized voice recordings, sounds and pictures, automatically monitors performance, and corrects schedule problems when necessary, personalized scripts break large tasks into smaller steps, and guide users through multi-step procedures. It is also customized for individual needs and preferences.

Sip/Puff Switch is a head mounted switch that is used by a simple sip or puff. It consists of a head frame (which looks like a headset) with attached mouth tube (that looks like a straw) and a switch box connected to the head frame by a second plastic tube. Sips and puffs are converted inside the Switch Box. These switch events are made available on two connectors labeled "Sip" and "Puff."

WatchMinder look identical to a sports wrist watch. Messages are able to be seleceted as well as alarm times. At the set time, the message will displayed and blink on the screen and the watch will vibrate. The reminder mode has 57 messages that remind the person to do specific tasks, like CALL HOME, MEDS, GO WORK, and DO TEETH. The watch has the possibility for 16 daily alarms. This allows for a person's entire day to be pre-programmed.

LightWriters is a portable text-to-speech communication device. It is unique because it has a dual display screen, one faceing the writer so he or she can see what he or she is typing and the other screen is facing out. This allows communication in a natural face-to-face position. It is very simple to use. You just turn it on and begin to type on the small keyboard.

Visual Representation System for communication involves objects, images, photos, realistic drawings, line drawings, and written words. Some children may need different visual systems for different situations. Some suggest starting with more basic drawings such as line drawings and then move to a more concrete visual system such as objects.

Augmentative and Alternative Communication (AAC) provide different communication methods for individuals with significant speech impairments. The purpose of AAC is to assist the individual in attaining the quality of life that would have been possible if he or she did not have a communication disability.

Oral and written expression, visual and auditory reception, internal processing of information, and social interaction are functions included in the category of communication. Communication aids, speech synthesizers, telephone amplifiers, hearing aids, and the services of speech-language pathologists and audiologists might be appropriate to support communication functions.

The Picture Exchange Communication System (PECS) is an augmentative/alternative training package that focuses on developing functional communication skills in individuals with communciation deficits. PECS was developed in the state of Delaware, and one of the first places it was used was the Delaware Autism Program. Check out the website for more info at [|www.pyramidproducts.com]


 * Communication** is encouraged through early switch use. Single switch devices with recorded messages provide a way to relate language to the activity at hand and to initiate and participate in a variety of activities. More complex systems use multiple switches or internal scanning methods to access multi-layered designs.

[|Department of Otolaryngology] provides information on assistive communication devices for people with a hearing disability, such as telephone amplifiers, radio/television amplifiers, and signaling devices.

[|Word-Plus] creates communication aids and computer access devices for people with disabilities. There products include communication devices (Say-it! SAM, Freedom 2000), software (E Z Keys), hand-held communication devices (MessageMates), and input speech devices (CyberLink, TrackerOne).

http://www.isaac-online.org/select_language.html ISAAC is the International Society for Augmentative & Alternative Communication and is a good starting point when looking for information and equipment.

Writing with Symbols is a word processor that automatically illustrates the words as you type. Symbols enable curriculum activities where a student's limited text skills would otherwise hold them back.

Another way to communicate is with sign language. It was developed in France in the eighteenth century for use by people with hearing impairments. Sign language has spread through the world with as many variations as there are countries. People in the United States primarily use American Sign Language (ASL). People who successfully use manual signs have good motor sequencing skills and have the cognitive ability to associate a hand movement with a particular object or event. Sign can also be a good tool for teaching students wiith other disabilities such as Autism to communicate.


 * Myth: Using an ACC device with inhibit a person from speaking**. In a recent study by Millar, Light, and Schlosser (1999) it was reported that not only was speech not inhibited by AAC systems but that speech was likely to increase. Overall, the person’s speech either stays the same or increases.

When designing a communication device for someone, it is important to keep in mind where they will be using it and how they will be using it. Here are some categories and ideas. http://www.dynavoxtech.com/popups/autism_awareness/index.html the web site shows a video of a boy using the dynavox
 * **Thematic:** groupings based on events such as going out to eat, watching a baseball game, attending church or visiting grandmother.
 * **Categorical:** groupings based on categories such as clothes, food, people, or feelings.
 * **Semantic and syntactic:** groupings based on knowledge of grammar.
 * **Alphabetic:** groupings based on the alphabet.
 * **Frequency of use:** groupings based on placing the most frequently used symbols on the display where they can be easily accessed.

http://www.nockonline.org/?gclid=CL2slc3WrI0CFQElgAody3P7ug shows an organization which assists people with disabilities

http://www.abilityhub.com/aac/aac-devices.htm the web contains augmentative alternative communication accesories

http://circleofinclusion.org/english/augcomm/index.html the web gives ideas on how to use AAC in natural environments e.g Daily routines, which provide opportunities to communicate e.g arrival, departure transition, music bathroom snack, art , cooking , freepalay and making choices

[|__http://www.dynavoxtech.com/education/virtualclassroom.aspx__] this link is part of the dynavox company. They have online classrooms to help you learn about their devices. This is nice because you can learn at your own convenience. In addition, another part of the site shows you how to go about getting funding for your device whether its through Medicaid or private insurance companies. They even narrow everything down by state. Defiantly a very useful tool for both parents and teachers. [|__http://www.dynavoxtech.com/funding/Default.aspx__]

There are many AAC devices out there and the main issue in choosing one should be the needs and abilities of the student. Never underestimate the students abilities because you do not want the device to lose its functionality for the student.

http://www.unl.edu/barkley/present/cress/cress2.shtml This researcher in this website points out that early intervention in children with disabilities should start with non verbal communication, and is not dependent on hightech AAC devices. http://www.ttac.odu.edu/Articles/minigrant.html This website sheds light on how somebody can apply for a mini grant to buy an AAC device. Thought it would be help for some parents who may need the support.

http://www.necfoundation.org/organizations/organizations_show.htm?doc_id=136872 This is another site which does assessment and also lobbies for funds to provide AAC devices http://tac.ataccess.org/newsletters/Summer2003Consumer.pdf This is an interesting website which does not use assistive technology devices but relies on eye gaze, other gestural methods instead of technology. suprising that there is an organization that does not prefer to use technology.

This is a site all about Braille and all the equipment that is available. It also lists the entire English-Braille alphabet. Check it out! http://www.deafblind.com/braille.html

__The Vantage Plus__ is a communication device that was shown to us by the AT coordinator at the John G. Leach School. This device has many options and can come equipped with the Intelli-tools software suite if desired. This is one of the products that the Prentke Romich Company offers and their website is http://www.prentrom.com/

http://www.lburkhart.com/links.htm Selected links to AT and Augmentative Communication resources fro children with disabilities