5 Myths about AAC and SGDs

5 MYTHS about AAC AND SGDs

ALTERNATIVE AND AUGMENTATIVE

COMMUNICATION AND

SPEECH GENERATING DEVICE

Implementing the use of AAC /SGDs is the responsibility of the school-based IEP team.  The Speech and Language Therapist/Pathologist works as part of a team that may also include an assistive technology specialist. They usually complete an assistive technology process (assessment of need) and possibly a direct AAC/SGD evaluation.

5 AAC/SGD MYTHS

Due to many common myths parents and IEP team willingness and motivation to use AAC/SGD may be effected.

Myth 1: Introducing AAC/SGDs will reduce an individual's motivation to improve natural speech and delay language development (including the development of social communication skills).

Myth 2: AAC/ SGDs should be introduced only after the student’s ability to use natural speech has been completely ruled out.

Myth 3: Young children in early intervention are not ready for AAC/SGDs and will not require AAC/SGDs until they reach school age.

Myth 4 A student must have the prerequisite skill of understanding cause and effect before an AAC/SGD should be considered.

Myth 5: A student must show communicative intent before AAC/SGD should be considered thus, individuals with cognitive deficits are not able to learn to use AAC/SGDs.

THE FACTS ABOUT AAC/SGDS

Research does not support these myths . Research has shown that: 

• AAC/SGD use actually leads to increases in receptive vocabulary.  

• AAC/SGDs help decrease the frequency of behaviors related to frustration or communication breakdowns.
• AAC/SGDs help improve natural speech when therapy focuses simultaneously on natural speech development.

• Early implementation of AAC/SGDs actually aids in the development of natural speech and language. The use of AAC/SGDs actually increased vocabulary and development of grammar in children ages 3 years and younger 

• Intervention for minimally verbal school-age children with ASD showed that the use of an AAC/SGD increased spontaneous output and use of novel utterances.

• The ability to measure pre-communicative cognitive ability may be invalid for some students, therefore low IQs do not preclude communication
• The development of language skills can actually lead to improved functional and social communication skills and promotes cognitive development with gains in IQs.  

• The use of AAC/SGDs do not affect a student’s motivation to use natural speech
• Use of AAC/SGDs actually helps to develop a foundation for literacy development.

SPEECH AND LANGUAGE PATHOLOGIST RESPONSIBILITIES

It is important that the parent understands the responsibilities of the speech and language pathologist related to AAC/SGD evaluation, training and usage. These include:

• Assessing the student within their natural environment and educational setting
• Assuring access to AAC/SGDs across all environments
• Completing a comprehensive speech-language evaluation
• Identifying the student's need for assistive technology, including AAC/SGD
• Interviewing both the student and their parents

• Maximize the efficiency and effectiveness of communication in a natural environment so to promote generalization
• Monitor via data collection the improvement in functional communication, language skills, literacy skills, speech production and comprehensibility, behaviors, and social communication.

• Programming and training in the use of the AAC/SGD to express basic wants and needs, safety concerns, self-advocacy, acceptance or rejection, feelings, sustained communication, social relationships skills, fluency of use, and preferences.
• Programming curriculum and community-based vocabulary that allows the student to participate in their community, school, and home
• Providing a variety of no-tech, low tech and high-tech supports that allow the student to communicate across various environments in the school setting
• Providing initial and ongoing training to teachers, parents, and support staff about AAC/SGD
• Providing initial and ongoing training in and use of the AAC/SGD for the student

• Providing the appropriate AAC/SGD system and keep it updated so that that it allows the student to access the general education curriculum

• Providing trial periods with AAC/SGD systems and collecting data
• Requesting, coordinating, or conducting an interdisciplinary AAC/SGD evaluation

• Supporting the transition between home and school and between different school environment use

• Writing and implementing goals related to speech, language, literacy, and participation

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome-based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.