AAC Strategies for Individuals with Moderate to Severe Disabilities

Susan S. Johnston, Ph.D., Joe Reichle, Ph.D., Kathleen M. Feeley, Ph.D., Emily A. Jones, Ph.D.

Communication and Language, Special Education

Get explicit, evidence-based AAC strategies that improve the communication of learners with severe disabilities in school settings. Includes a CD-ROM with more than 35 forms, plus helpful hints, research highlights, and case studies.

Contains Companion Materials

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STOCK NUMBER	ISBN
72063	978-1-59857-206-3
COPYRIGHT	PAGES
2012	408
AVAILABILITY
Available Stock

With more children and young adults with severe disabilities in today's general education classrooms, SLPs and other professionals must be ready to support their students' communication skills with effective AAC. They'll get the proven strategies they need with this intervention guide from top AAC experts, ideal for use as an in-service professional development resource or a highly practical text students will keep and use long after class is over.

Essential for SLPs, OTs, PTs, educators, and other professionals in school settings, this book helps readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they'll get explicit, evidence-based instructional strategies they'll use to help children and young adults

initiate, maintain, and terminate an interaction
repair communication breakdowns
match graphic symbols to objects and events
request access to desired objects and activities
escape and avoid unwanted objects and activities
use alternative selection methods if they have severe motor impairments
strengthen language comprehension and adaptive functioning
enhance intelligibility and comprehensibility
generalize communication skills across settings

To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They'll also have a step-by-step primer on monitoring each learner's performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication—and quality of life—for learners with a range of significant disabilities.

With more than 35 forms on CD-

Checklist to Identify Potential Reinforcers
Intervention Planning Form
Performance Monitoring Forms
Free Access Preference Assessment
Task Analysis Development and Performance Monitoring Form
Checklist for Increasing Speed and Accuracy of Selection
and much more

Contents of the Accompanying CD-ROM
About the Authors and Contributors
Preface
Acknowledgments

I. Establishing the Framework for Intervention

Teaching Pragmatic Skills to Individuals with Severe Disabilities
Joe Reichle & Nancy C. Brady
Building Blocks of a Beginning Communication System: Communicative Modes
Susan S. Johnston & Joanna Cosbey
AAC Systems Features
Susan S. Johnston & Kathleen M. Feeley
Improving Communicative Competence Through Alternative Selection Methods
Patricia Dowden & Albert M. Cook
Instructional Strategies
Kathleen M. Feeley & Emily A. Jones
Intervention Intensity: Developing a Context for Instruction
Emily A. Jones & Kathleen M. Feeley
Monitoring Learner Performance
Kathleen M. Feeley & Emily A. Jones

II. Establishing Functional Communication

Teaching Learners to Correspond Graphic Symbols to Objects and Events
Joe Reichle & Krista M. Wilkinson
Gaining Access to Desired Objects and Activities
Susan S. Johnston & Joan Schumann
Escaping and Avoiding Objects and Activities
Emily A. Jones & Christopher E. Smith
Obtaining and Maintaining Communicative Interactions
Kathleen M. Feeley & Emily A. Jones
Using AAC to Support Language Comprehension
Emily A. Jones & Meredith Bailey-Orr
The Use of Augmentative Strategies to Enhance Communication of Verbal Mode Users
Kathleen M. Feeley & Emily A. Jones

Conclusion
Joe Reichle & Susan S. Johnston

Index

CD-ROM CONTENTS

About This CD-ROM

Chapter 3

Device Manufacturers and Distributors List

Chapter 4

Technology-Based Web Sites
Form 4.1a: Assessing Prerequisite Skills for Scanning Across Control Sites (blank version)
Form 4.1b: Assessing Prerequisite Skills for Scanning Across Control Sites (filled-in version)
Form 4.2: Checklist for Early Scanning Practice Form 4.3: Checklist for Control Enhancers & Technique Modifications
Form 4.4: Checklist for Increasing Speed and Accuracy of Selection

Chapter 5

Form 5.1a: Rating Scale to Identify Potential Reinforcers (blank version)
Form 5.1b: Rating Scale to Identify Potential Reinforcers (filled-in version)
Form 5.2: Free Access Preference Assessment
Form 5.3: Forced Choice Preference Assessment
Form 5.4: Task Analysis Development and Performance Monitoring Form

Chapter 6

Form 6.1: Intervention Planning Form
Form 6.2: Performance Monitoring Form for Naturalistic Instruction
Form 6.3: Graph for Displaying Performance Monitoring Information
Form 6.4: Performance Monitoring Form for Instruction Embedded within an Activity
Form 6.5: Master List
Form 6.6: Performance Monitoring Form for Discrete Trial Instruction

Chapter 7

Form 7.1: Performance Monitoring Form for Frequency Data
Form 7.2: Performance Monitoring Form Illustrating the Collection of Response Rate Data
Form 7.3: Performance Monitoring Form Illustrating the Collection of Frequency Data with Limited Opportunities/Controlled Presentations
Form 7.4: Performance Monitoring Form Illustrating the Collection of Response Duration Data When Using a Stopwatch
Form 7.5: Performance Monitoring Form Illustrating the Collection of Response Duration Data When Recording Both Start and Stop Times
Form 7.6: Performance Monitoring Form Illustrating the Collection of Response Latency Data Using Stopwatch
Form 7.7: Performance Monitoring Form Illustrating the Collection of Data Describing Behavior
Form 7.8: Performance Monitoring Form Illustrating the Collection of Magnitude Data
Form 7.9: Intervention Integrity Monitoring Form
Form 7.10: Sample Form for Recording Response Reliability Information Alongside a Copy of the Performance Information Recorded by the Interventionist

Chapter 8

Form 8.1: Four-Item Reinforcer Preference Assessment
Form 8.2: Simple Discrimination: Verifying that Learners Can Distinguish Between Items
Form 8.3: Three-Choice Conditional Matching-to-Sample Task with Symmetry

Chapter 10

Form 10.1a: Performance Monitoring Form for Recording the Point at Which A Learner Desires To Avoid the Nonpreferred Object/Activity
Form 10.1b: Performance Monitoring Form for Recording the Point at Which A Learner Desires To Avoid the Nonpreferred Object/Activity
Form 10.2: Performance Monitoring Form for Recording Rejecting Responses
Form 10.3a: Performance Monitoring Form for Examining Situations in Which a Learner Seeks an Alternative (blank version)
Form 10.3b: Performance Monitoring Form for Examining Situations in Which a Learner Seeks an Alternative (filled-in version)
Form 10.4a: Performance Monitoring Form for Requesting an Alternative (blank version)
Form 10.4b: Performance Monitoring Form for Requesting an Alternative (filled-in version)
Form 10.5a: Performance Monitoring Form to Determine Amount of Work Completed Before a Learner Desires to Escape an Activity (blank version)
Form 10.5b: Performance Monitoring Form to Determine Amount of Work Completed Before a Learner Desires to Escape an Activity (filled-in version)
Form 10.6a: Performance Monitoring Form to Determine the Amount of Time the Learner Will Stay Before Desiring to Escape the Activity (blank version)
Form 10.6b: Performance Monitoring Form to Determine the Amount of Time the Learner Will Stay Before Desiring to Escape the Activity (filled-in version)
Form 10.7: Performance Monitoring Form for Break Requests
Form 10.8: Performance Monitoring Form for Requests for Assistance

Chapter 11

Form 11.1 Performance Monitoring Form for Recording the Point at Which a Learner Desires Attention
Form 11.2: Performance Monitoring Form for Recording Attention-Getting Responses
Form 11.3: Monitor Learner Progress During Conversational Exchanges
Form 11.4 Monitor Learner Progress During a Structured Observation
Form 11.5: Monitor Learner Progress During Communicative Breakdowns (Augmentative and Alternative Communication User in the Role of Speaker)
Form 11.6: Monitor Learner Progress During Communicative Breakdowns (Augmentative and Alternative Communication User in the Role of Listener)

Chapter 12

Form 12.1: Task Analysis (blank version)
Form 12.2. Task Analysis (filled-in version)

Chapter 13

Form 13.1: Intelligibility Assessment Form

About the Authors and Contributors
End User License Agreement

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Reviews

Erna Alant, Professor and Otting Endowed Chair in Special Education, Indiana University

"Succeeds in integrating the how-to with research evidence in guiding its readers to more effective AAC intervention."

Pat Mirenda, Professor, Dept. of Educational & Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC Canada.

"Speech-language and special education professionals will find much to celebrate in this practical, data-based compendium of strategies and instructional techniques. The authors' lengthy experience in delivering AAC supports to individuals with severe disabilities is evident on every page!"

Janice Light, The Hintz Family Endowed Chair in Communication Sciences and Disorders Department of Communication Sciences and Disorders Penn State University

"An excellent guide to help professionals overcome challenges and successfully support the communication of individuals with severe disabilities."

David Beukelman, University of Nebraska, Lincoln

"Scholarly, yet remarkably user-friendly . . . There is no better resource for guiding the design and delivery of AAC intervention for individuals with severe disabilities."

Jeff Sigafoos, Victoria University of Wellington, New Zealand.

"Scholarly, yet remarkably user-friendly . . . There is no better resource for guiding the design and delivery of AAC intervention for individuals with severe disabilities."