Augmentative And Alternative Communication Overview

Principles

Definition

Augmentative and alternative communication is an academic field and set of practices concerned with investigating and implementing methods, systems, and strategies to supplement or replace natural speech and writing for individuals with complex communication needs. This domain explores diverse multimodal approaches, technological aids, and non-tech supports aimed at enabling effective communication, enhancing participation, and improving quality of life.

Ontological type

Core Methods

Intervention Strategies

Technology and Devices

Key developments

Key Figures

Family-Centered Functional AAC era

Janice Light [1], whose work across Cardiff University [3] and Pennsylvania State University [4] in this era anchored family-centered approaches to AAC and social-ecological input. Her key contributions include articulating communicative competence as an emergent property of family-centered AAC systems and highlighting the benefits and challenges of learning AAC technologies for parents, drawing on the reflections in 'Communication is the essence of human life' [8], 'Augmentative and alternative communication to support receptive and expressive communication for people with autism' [7], and 'A child needs to be given a chance to succeed' [6], which underscored the importance of caregiver input for generalization and empowerment. David McNaughton [2], whose work spanned Pennsylvania State University [4] and Florida State University [5] during this era, contributed to practical AAC development through studies of partner instruction and user perspectives. His key contributions include presenting the state of Communication Partner Instruction in AAC: Present Practices and Future Directions [9], describing challenges and benefits in adults who use AAC [10], and integrating parent and caregiver experiences as in the 2008 parental perspectives paper [6], advancing family-centered practice and generalization in this era.

User-Centered AAC Technology era

Jeff Sigafoos [1] is associated with University of Tasmania [3] and Victoria University [4] during the User-Centered AAC Technology era. His key contributions include 'Behavioral Intervention Promotes Successful Use of an iPod-Based Communication Device by an Adolescent With Autism' [7] and 'Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities' [8], advances that highlighted the feasibility and value of portable, user-centered AAC in real-world settings. Russell Lang [2] is affiliated with University of California, Santa Barbara [5] and University of Iowa [6] during this era. Lang [2] co-authored these studies with Sigafoos [1], including the papers 'Behavioral Intervention Promotes Successful Use of an iPod-Based Communication Device by an Adolescent With Autism' [7] and 'Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities' [8], which collectively provided empirical support for portable, user-centered AAC in real-world contexts.

Practice-Driven AAC Access era

Krista M. Wilkinson [1] is a leading figure associated with the University of Massachusetts Chan Medical School [3] and Pennsylvania State University [4] during the Practice-Driven AAC Access era. Her contributions in this era include guiding communication services and supports for individuals with severe disabilities through the 2016 paper Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention [7], and building evidence-based practice in AAC display design for young children through the 2015 paper Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions [8], which were pivotal for translating AAC research into routine practice and improving uptake. Karen A. Erickson [2] is affiliated with Northwestern University [5] and Vanderbilt University [6] during this era. Her sole paper in this period, Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention [7], reflects her role in shaping practice-focused guidance that informed equitable access and implementation of AAC services.