Please check, just in case…
APA Tip of the Day: Attributing
action – use of the editorial we
“Inappropriately or illogically attributing action
in an effort to be objective can be misleading.
Examples of undesirable attribution include
use of the third person, anthropomorphism,
and use of the editorial we” [emphasis
added] (APA, 2010, p. 69).
Note: This is sometimes referred to as
use of the royal we.
Editorial we, cont.
“For clarity, restrict your use of we to refer
only to yourself and your co-authors (use I if
you are the sole author of the paper).
Broader uses of we may leave your readers
wondering to whom you are referring;
instead substitute an appropriate noun or
clarify your usage” (APA, 2012, p. 69).
“Some alternative to consider to we are
people, humans, researchers, psychologists,
nurses, and so on.” (APA, 2010, p. 70).
Caution!
However, when referencing a group of people
(e.g. “people, humans, researchers”) be very
careful that you can support whatever
statement you are making about that large
group. Unless you have a citation to back up
your statement, be careful about making
blanket statements about groups, even if it
sounds obvious.
Example: Teachers care more about their
students’ learning than earning a big paycheck.
Announcements
1. Last class is in two weeks. The final
assignment is due then, at the beginning of
class. Late papers accepted only through
Monday of finals week.
2. Don’t wait to work on final assignment or to
make an appointment to ask questions about
it.
3. Bring some different definitions of literacy to
class next week. We will use them for a small
group activity.
Quick
questions or
quandaries?
Today’s Topic:
AAC
Augmentative
and
Alternative
Communication
(AAC)
Who?
What?
Where?
When?
Why?
How?
augmentative
vs
alternative
augment
e.g. make bigger, enlarge, add to,
… augmentation
Who?
Children or adults who need to
enhance or supplement conventional
forms of communication (i.e. oral or
written language) in order to
communicate effectively or who need
a different kind of communication
system to replace conventional forms
of communication.
What?
An integrated group of components,
including symbols, aids, strategies,
and techniques used by individuals
to enhance communication. The
system serves to supplement any
gestural, spoken, and/or written
communication abilities.
(ASHA, Communication Facts: Special Populations)
Where?
It is important that any AAC
system chosen be functional in a
variety of environments -- not just
at school! Portability and
functionality in a variety of
contexts should be primary factors
in system selection.
When?
It is absolutely critical that an
AAC system be used during
“normal” social interactions,
with peers and family
especially. Intervention must
take place during real and
meaningful interactions.
Why?
Because all persons, regardless
of the extent or severity of their
disabilities, have a basic right to
affect, through communication,
the conditions of their own
existence.
(NJC, 1992, Communication Bill of Rights)
How?
 Assessment must take into consideration
of how an individual currently
communicates across contexts.
 The individual’s environments must also
be assessed (i.e. partners, opportunities,
forms, and functions).
 A team approach is imperative, which
includes parents and other family
members.
Six tenets for best practice in AAC:
1. Communication is social behavior.
2. Effective communicative acts can be
produced in a variety of modes.
3. Appropriate communicative functions are
those that are useful in enabling
individuals with disabilities to participate
productively in interactions with other
people.
(National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)
Best practice, cont.
4. Effective intervention must also
include efforts to modify the
physical and social environments in
ways that ensure that these
environments will invite, accept,
and respond to the communicative
acts of persons with severe
disabilities.
(National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)
Best practice, cont.
5. Effective intervention must fully utilize
the naturally occurring interactive
contexts (e.g. educational, living, leisure,
and work) that are experienced by
persons with severe disabilities.
6. Service delivery must involve family
members or guardians and professional
and paraprofessional personnel.
(National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)
Small Group Activity:
•Jigsaw:
•Take 5 minutes per article – each
person will report to others the main
points of the article s/he read and
suggest key passages that might
help with the final assignment.
Quick Write
Why is AAC important for
students with intensive
communication needs?
Chose the
right tool for
the job.
 Real objects
Types of graphic or
 Miniature objects tangible “symbols”
 Partial objects
(representations)
 Photographs of real objects (black &
white or color)
 Black and white line drawings (i.e.
Picture Communication Symbols)
 Color drawings
 Abstract symbols (including print)
Hierarchy of Communication Abilities
• Linguistic (signed, spoken, or written
language)
• Pre-linguistic Symbolic (graphic
symbols)
• Pre-symbolic, Conventional
(icons, gestures)
• Pre-symbolic, Unconventional
(hand leading)
• Pre-intentional
CAUTION!
“Often, facilitators who support beginning
communicators fail to build a strong
communicative foundation before instituting
AAC interventions to teach the use of symbols.
Initial interventions often involve introducing a
formal symbolic communication system that
uses manual signing or pictures, even though
the individual may not understand many basic
elements of communication, such as turn taking,
joint attending, and the role of other people as
communication partners.”
Beukelman & Mirenda, 1998, p. 280
Know your students’ level of
communication development!
Beginning Communicators:
 May not understand turn taking.
 May not have developed joint
attention.
 May not understand the role of
others in a communicative
interaction.
 May not developed intentional
communication yet.
Strategies for Beginning Communicators:
 Provide opportunities for communication
with RESPONSIVE communication
partners.
 Provide predictable routines.
 Provide opportunities for interactions
with others.
 Provide choice making opportunities and
honor the individual’s choices.
IMPORTANT
POINT:
All people
communicate.
Another Important Point:
All people
do have
multiple
means of
expression.
So what?
Here’s the “so what”:
1. If we want people to communicate,
we must allow them to do so in the
manner which is most effective and
efficient for them.
2. The best way to decrease initiation
of communication is to ignore their
attempts to communicate.
Remember the goal of your
intervention!
“Especially for beginning
communicators with autism, the
development of spontaneous
communication as a dynamic,
interpersonal process is critical.”
Beukelman & Mirenda, 1998, p. 257
Main Points:
1. We can come from one of two
perspectives when working with
students with intensive communication
needs: fix the kid or work with the
environment to support the use of
whatever communication skills the
student has at that time.
2. Kid fixing means that if the individual has
impairments that cannot be fixed, then
there’s no point to intervention.
Main Points, cont.:
3. If we take an interactionist perspective
on communication, then there’s always
something that can be fixed, in terms of
facilitating the individual’s interaction
with his/her environment.
4. The use of a formal communication
system using symbolic representations
will be most effective if the individual has
already developed the prerequisite
communication skills, such as intentional
communication.
Main points, cont:
5. Any augmentative and alternative
communication (AAC) system
should be selected with
consideration of the students’ level
of communication development (i.e.
pre-intentional, pre-symbolic,
symbolic, or linguistic).
Main points, cont:
6. There are many different types of
items that can be used with AAC
systems, such as real objects,
photos, icons, or symbols. What is
used should correspond to the
individual’s level of communication
development, be congruent with
family and individual preferences,
and respect local norms.
Looking ahead…
Literacy and individuals with
intensive communication needs
Please take a
minute for the
minute paper.
And don’t forget to turn
your phone back on.