AAC for Persons with Autism Spectrum Disorders PDF

AAC for Persons with Autism Spectrum Disorders Contributing Authors: Tanushree Saxena-Chandhok, Deborah Xinyi Yong, Sarah Miriam Yong Oi Tsun From Fundamentals of AAC: A Case-Based Approach to Enhancing AAC by Nerissa Hall, Jenifer Juengling-...

AAC for Persons with Autism Spectrum Disorders Contributing Authors: Tanushree Saxena-Chandhok, Deborah Xinyi Yong, Sarah Miriam Yong Oi Tsun From Fundamentals of AAC: A Case-Based Approach to Enhancing AAC by Nerissa Hall, Jenifer Juengling- Sudkamp, Michelle L. Gutmann, and Ellen R. Cohn. Copyright © 2023 by Plural Publishing, Inc. All rights reserved.  Learning Objectives The learning objectives are to: List the components of the SETT framework Describe the importance of robust vocabulary in AAC State four AAC intervention strategies for persons with Autism Spectrum Disorder Explain two ways caregivers can facilitate AAC use in the AAC intervention process  Key Words AAC intervention - The provision of intervention services (training or therapy) to individuals using AAC and other stakeholders crucial to support AAC use, such as caregivers or teachers Autism Spectrum Disorder (ASD) - A pervasive developmental disorder characterized by deficits in social communication and restricted, repetitive patterns of behavior, interests or activities (American Psychiatric Association, 2013) Caregiver-implemented interventions - Interventions that value and involve a person who cares for and supports the individual using AAC  Fundamentals ASD is a pervasive developmental disorder Deficits in social communication Restricted, repetitive patterns of behavior, interests, or activities May have significant speech and language skills – 25% to 30% (Rose et al., 2016; Tager-Flusberg & Kasari, 2013)  SETT Framework Zabala, 2005 – Student – Environment – Tasks – Tools Supports meaningful assessment and intervention given the variability and individuality of an ASD diagnosis  Communicative Competence - Light, 1989 Goal is to be effective and autonomous Based on 3 constructs: – Functionality – Adequacy – Sufficiency 4 competencies (operational, linguistic, social, strategic) addressed in parallel to goal-planning – Attaining these is influenced by psychosocial factors such as motivation, confidence, attitude, and resilience (Light & McNaughton, 2014) – Baseline assessment using AAC Profile for example  AAC Intervention Strategies Aided language stimulation (ALS) – Point out picture symbols on an individual’s communication display in conjunction with ongoing language stimulation (Goossens’ et al., 1992) Teaching core vocabulary – Supports generalization across settings Expectant waiting – Sufficient time to initiate, respond, engage Use of prompts – A variety to be used in combination with other strategies, and faded quickly  The Role of the Caregiver Caregiver plays and important role Primary caregiver-implemented interventions – Promotes generalization Support caregiver skill advancement – Observe, demonstrate, support self-introspection  Intervention Process Individualized intervention can include: – Joint attention – Generalization – AAC “on the go” – Development of consistent motor plans – Social engagement – Sensory needs