Alternative Augmentative Communication Devices

Research critiques (pro and con) and future perspectives associated with your topic of study. What are the down sides to your particular topic?

Alternative augmentative communication devices are defined as being, “all forms of communication (other than speech) that are used to express thoughts, needs, wants, and ideas.” (American Speech-Language-Hearing Association, n.d.). There are many different types of AAC systems. For example AAC systems can include unaided communication systems such as sign language as well as aided communication systems such as simple paper and pencil and more complex systems of “communication books or boards to devices that produce voice output” (American Speech-Language-Hearing Association, n.d.).  

Article Review
Another example of an aided communication system is the MINISPEAK. (Mathisen, Kelly, Kidd, & Nissen, 2009, p. 379).

The MINISPEAK is similar to a picture exchange system (PECS) but the MINISPEAK is more complex in that it uses, “a small set of pictures to represent a large number of words in a communication device” (Semantic Compaction Systems, 2009). Mathisen, Kelly, Kidd, and Nissen (2009) point out in their case study of a preschool child with complex communication needs that the MINISPEAK is a, “sophisticated linguistically based AAC system that uses semantic compaction” that encourages and strengthens language development and beginning literacy skills (p. 379). They also identify two key advantages. MINISPEAK’s icons are, “small and stable that represent words and phrases” as well as that it does not require literacy skills before a user can begin using it.

AAC systems are amazing in that they provide ways for those with complex communication needs (CCN) to be able to communicate with the world around them and improves their quality of life. It is challenging however that most of these AAC systems are expensive and can require extensive training that makes them less accessible to those that need them (Mathisen, Kelly, Kidd, & Nissen, 2009, p. 376).

What does the research say about its effectiveness?

In one case study using MINISPEAK researchers found that the participant, “demonstrated increased assertiveness with the beginning of conversational repair strategies, her communicative forms developed from one word responses up to five word responses, and she demonstrated less frustrations with communication breakdown” (Mathisen, Kelly, Kidd, & Nissen, 2009, p. 379). Even though the results looked very promising for this one particular case study the researchers point out that, “the system has received little scientific investigation in terms of its efficacy” and also emphasize that further research is needed (Mathisen, Kelly, Kidd, & Nissen, 2009, p. 378).

What does the future hold?

The future for this type of instructional technology is uncertain. The same issues of the technology being too complicated and too expensive continue to make it less accessible to the greater population that desperately needs it. Without this technology being more readily available to a larger population further research will continue to be difficult to conduct. Another factor to consider is that the successful use and implementation of this type of technology also depends heavily on each individual child which also makes the study of the effectiveness of such technologies difficult.

What new advances do the experts predict for your professional area?

As technology advances AAC systems continue to become more, “portable and durable” (MDA, 2015). Excitingly Brain-Computer Interface (BCI) is a new development in the AAC world that would make input methods such as keyboards and switches obsolete. One company, Thought-Wired, is in the process of developing a BCI system called NOUS, “a solution that enables an entirely physical free access method for communication and other applications” that is neuro-transmitted through messages from the brain (Coyne, 2014, p. 58).

What implications do these hold for you as a professional?

As a professional the advances and development of AAC systems will require that I make sure that I am current with the latest advances and research related to AAC systems. I know that there is no one system that meets all the needs of those with complex communication needs. And the consideration of any AAC system requires that we look at the specific needs of each individual and personal preferences when it comes to determining the best AAC system.

How will you use this information to be a better informed professional?

I will continue to make sure that I am a well-informed professional by making connections with local universities and organizations that focus on my areas of interest. By doing so I will hopefully stay abreast of the latest AAC developments and advances. Attending seminars and trainings will also assist me in my pursuit of continuous professional development.  

Questions

Can you think of any other type of technology that could assist those with complex communication needs?

Do you know of any other developments in the alternative augmentative communication field?

References

American Speech-Language-Hearing Association. (n.d.). Augmentative and Alternative Communication (AAC). Retrieved May 1, 2015, from http://www.asha.org/public/speech/disorders/AAC/

Coyne, D. (2014). Augmentative and Alternative Communication (AAC) Guidelines for speech pathologists who support people with a disability. Retrieved from http://www.adhc.nsw.gov.au/__data/assets/file/0011/302402/Augmentative-and-Alternative-Communication-Practice-Guide.pdf

Mathisen, B., Arthur-Kelly, M., Kidd, J., & Nissen, C. (2009). Using MINSPEAK: a case study of a preschool child with complex communication needs. Disability & Rehabilitation: Assistive Technology, 4(5), 376-383. doi:10.1080/17483100902807112

MDA. (2015). Chapter 6: Speech and Communication | Everyday Life with ALS: A Practical Guide | MDA. Retrieved May 1, 2015, from http://www.mda.org/publications/everyday-life-als/chapter-6

Semantic Compaction Systems. (2009). Minspeak Augmentative Alternative Communication (AAC) Device, Core Vocabulary, Autism & Augmentative Speech Generating System. Retrieved May 1, 2015, from http://www.minspeak.com/

Picture Exchange Communication System (PECS): Still groundbreaking or becoming outdated?

Picture Exchange Communication System (PECS): Still groundbreaking or becoming obsolete?

Being able to communicate is a skill that many children with Autism struggle with. The severity of the language deficits vary from one child to the next. But amazing technology has been rapidly evolving to meet the communication needs of these children and others like them. One such system is the Picture Exchange Communication System also known as PECS. The picture exchange communication system (PECS) was first created by Lorie Frost and Andy Bondy (Codington, 2013). PECS was created to, “improve the behavioral, communications, and social skills deficits commonly seen in individuals with Autism Spectrum Disorder (ASD)” (Ware, 2010). The amazing thing about PECS is that it can be used anywhere. The way PECS works is that the, “learner identifies a picture of a desired item or activity and then gives that image to a commination partner in exchange with verbal communication” with the intent to for the child, “to be able to initiate dialogue, respond to others’ questions, and comment spontaneously” (PECS, n.d.). There six phases of using PECS is described below:

• Phase one “How to Communicate”: Focuses on teaching the child how to communicate by exchanging the picture for something that they want.
•  Phase two “Distance and Persistence”: Focuses the transfer of phase one by generalizing in various settings. 
• Phase three “Picture Discrimination”: Instead of using one picture children learn how to choose from two or more pictures.
• Phase four “Sentence Structure”: Children then learn how to put together “I want” sentences with the item they want.
•  Phase five “Answering Questions”: Once children learn how to construct sentences they use the same format to start to answer the simple question of what do they want.
•  Phase six “Commenting”: Now children will start using PECS to answer more complex questions such as “What do you see” learning to construct sentences that begin with “I see” and other similar phrases. 

A unique feature about PECS that differentiates it from other communication systems is that it, “does not require prerequisite skills, it was designed to address the lack of motivation for social reinforcement, and it immediately teaches responding before initiating” (Tein, 2008, p. 62).

Key Influential Leaders, Researchers, or Philosophers.

Andrew S. Bondy, and Lori Frost were the key influential leaders in creating PECS in 1985.  Speech pathologists continue to play a critical role in evaluating children for levels of communication and assisting families in finding the best assistive communication device.

Questions for Readers

PECS has been an amazing breakthrough and has impacted countless lives. But as technology advances and new systems emerge will PECS still be just as effective or will it soon become obsolete?

Are there other programs, software applications, or other communication devices that are more effective?

    Additional Resources

• Parent-implemented Picture Exchange Communication System (PECS) training: An analysis of YouTube videos
• Evaluating Picture Exchange and the iPad as a Speech Generating Device to teach Communication to Young Children with Autism

References

Codington-Lacerte, C. (2013). Picture Exchange Communication System (PECS). Salem Press Encyclopedia

Ware, L. (2010, August/September 10). iPad App ‘Proloquo2Go’ Gives the Gift of Voice. Health and Behavior. Retrieved from http://www.psmag.com/health-and-behavior/ipad-app-proloquo2go-gives-the-gift-of-voice-22171

PECS. (n.d.). What is PECS? Retrieved April 25, 2015, from http://www.pecsusa.com/pecs.php

Tien, K. (2008). Effectiveness of the Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Synthesis. Education and Training in Developmental Disabilities, 43(1), 61-76. Retrieved from http://daddcec.org/portals/0/cec/autism_disabilities/research/publications/education_training_development_disabilities/2008v43_journals/etdd_200803v43n1p061-076_effectiveness_picture_exchange_communication_system_functional.pdf