Aac for apraxia
-
Augmentative & Alternative
Communication (AAC) is any form of communication that helps
someone who has trouble speaking to communicate. It can take a variety of forms
including sign language, gestures, pictures, and speech generating devices,
which now include tablets, such as iPads, with specific apps.
- Many children with CAS use some form of AAC at some point in their communication journey. For most children with CAS, AAC is a bridge to speech, a temporary means to increase communication abilities and decrease frustration while working to improve speech. For a small number of children with severe CAS, AAC may be their primary form of communication long-term.
Ø Benefits of using AAC –
1. Builds the child's language
Language, both receptive and expressive, are the foundation for communication. AAC provides an additional method for learning language that typically includes not just a verbal model but also includes a visual support. For example, including a gesture while talking can aid comprehension.
2.
Decreases frustration for the child and
their communication partners
AAC can help children to communicate more
clearly, resulting in less frustration for them and for you. Even for a child
who is talking, AAC can provide clarification when their speech is not
understood.
3. Increases the child's confidence as a communicator
Children with CAS often have poor speech intelligibility. When children are able to communicate successfully with more people, their confidence and self-esteem in social situations often improves.
4. Decreases the child's anxiety
Children with CAS who are pre-verbal or who have poor speech intelligibility often experience anxiety, especially in new situations. AAC can help decrease this anxiety by giving them another method to communicate.
5. Provides a foundation for speech
In addition to building language, when a child uses AAC their message is communicated. This is affirming for the child and often increases a child's motivation to speak.
Ø The following are factors to consider when selecting an AAC system for longer-term use –
1. Motor Skills
If a child has other motor deficits, such as difficulty with fine motor tasks involving their hands, this should be considered when selecting an AAC system. For example, sign language might not be the best choice for a child who has trouble imitating movements with their hands.
2. Vision
If a child has significant visual deficits, this needs to be considered if the AAC system utilizes visuals, such as pictures (either hard copies or digital). Adjustments to visuals, such as increasing contrast, can be made to help accommodate for visual deficits.
3. Portability
It is important for the child to have their AAC system with them at all times. After all, we communicate in many different situations! Consider how portable or easy to carry the system is for the child. Some systems, such as sign language, don't require anything to be carried. Other systems, such as pictures or a device, have to be transported with or by the child.
4. Ease of Learning
Ease of learning is specific to each child.
A full AAC evaluation involves trying a few different systems to see which one
the child responds to most readily. Another factor to consider is teacher
availability. Even if the child responds well to a system, it might not be the
best approach if there is no one available to teach the child that system. For
example, if the child learns sign language easily, but there is not a person
fluent in sign language available to teach the child and family, it might not
be the best fit.
5. Availability of Communication Partners
Communication only works if there is both a sender and a receiver using the same system. The communication partners that interact or will be interacting regularly with the child matter. For example, if the child is using sign language but goes to school where no one understands sign language, the child will not be able to communicate effectively.
Ø See the table below for different examples of AAC systems, including some of their pros and cons –
