The American Speech-Language-Hearing Association defines Augmentative Communication as an area of clinical practice that attempts to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders. Augmentative Communication (AAC) is a recent advancement in the treatment of autism. The early indicators of autism are behaviors which provide the scaffolding for the development of language. Many specific AAC interventions can target the early indicators of autism including difficulties in maintaining eye contact, gestural communication, protodeclarative pointing and joint attention. AAC may also provide effective scaffolding for the development of symbolic communication.
AAC is not an end, but a means to address goals and objectives which improve quality of life for children with autism. As such, AAC can be used to address methodologies across the educational and behavioral spectrum: The use of VOCAs can enhance communication training by providing auditory feedback for the responsive student. Requesting, commenting, behavior management, as well as literacy and curricular adaptations can be addressed with Natural Aided Language Strategies on VOCAS. Strategies such as modeling, time delay, environmental prompts and faded physical prompts can provide the structure for teaching AAC.
AAC may be seen in many different forms and strategies. Natural Aided Language is an augmentative communication strategy in which visual symbols (either icons or words) are placed on an environmentally specific language board or technology device for the purpose of facilitating interaction and participation in an activity. Communication partners touch key words on the language board while saying those words so that receptive language training is occurring naturally during the activity. Natural Aided Language is another AAC strategy that utilizes the best practices of naturalistic learning and has been documented to be most effective for children with autism. Naturalistic learning provides opportunities for children with autism to learn skills in real and meaningful environments whereby the reinforcer is contextually related to the activity itself. Yet other methods that may enhance the use of AAC may include Creating Interactive Language Boards. Initially it is important to introduce Natural Aided Language in a child’s preferred and reinforcing environment such as snack or meal time. A "placemat board" can be created by taking an inventory of the verbs and nouns required to interact during a meal activity. Vocabulary is chosen which drives the activity, that is, gets it started, moving and completed, as well as the objects required for the actual activity and descriptors for giving the child expressive options for commenting, acceptance or refusal.
Mirenda, P., & Erickson, K. (2000). Augmentative communication and literacy. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders. Baltimore, MD: Paul H. Brookes.
