Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 4 – Assistive Technology for Communication
Getting Started with AAC
♦ When there is a question of whether or not to try AAC with a student, ask critical questions.
Is the student’s ability to speak keeping him or her from effectively interacting with others in various
environments? Is the student’s ability to speak limiting his or her opportunity to practice language?
Could AAC provide new opportunities for the development of both speech and language ability? If the
answer to any of these is yes, then AAC should be considered.
There has been a great deal of research conducted regarding the impact of augmentative communication
interventions on speech development. In a review of 25 studies, Silverman (1995) found that in the
overwhelming majority of cases, the use of augmentative communication actually increased natural
speech production. In addition, Blischak (1999) specifically studied the effect of using voice output
communication aids and found that there was a marked increase in production of natural speech by
children following the use of the voice output devices. We include this information to point out that
there is absolutely no basis to believe that it is an either /or choice. The use of augmentative
communication will promote the development of or increase in natural speech. In fact, it is highly
unlikely to deter speech development.
However, all children’s need for augmentative communication is not the same. Martinsen & von
Tetzchner (1996) identified three groups of children who require augmentative/ alternative
communication. They called these the alternative language group, expressive language group, and
supportive language group. Each of these groups is very different and requires AAC for different
reasons.
♦ The Alternative Language Group is made up of children who use little or no speech to
communicate and have a difficult time understanding spoken language. Children with autism and
severe cognitive impairment fall into this group, as do children with auditory agnosia (problems
recognizing sounds as meaningful linguistic elements.). Children in this group often use gesture as
their primary means of understanding language. The primary goals of AAC with this group are to
provide input to assist the student in the understanding of language, to develop interaction skills for
that student and to increase the opportunities for expressive communication.
♦ The Expressive Language Group includes students who have severe motor involvement, thus
severe speech motor dysfunction. As they mature, these children experience a widening gap
between what they understand and what they are able to express using speech. Children with
athetoid cerebral palsy and severe dysarthria of speech are examples. The main goal for AAC
intervention with this group is to provide a means to express their interests, needs, and comments,
provide opportunities to actively participate in the curriculum and focus on the development of
literacy skills.
♦ The Supportive Language Group includes students with moderate motor speech dysfunction.
These children often have problems with both speech and language. Speech is poorly articulated
during the birth through preschool years, although many of these children will become intelligible
speakers. This group may include children with: Down syndrome, apraxia of speech, severe oralmotor
impairments, severe articulation disorders and developmental delay. The primary goal of
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