AAC in Severe Populations
Dr. Kathy Whipple
e-mail - Kathy_Whipple@baylor.edu
Fall, 2011
Monday 11:00 to 12:15
Text:
Beukleman, David R., Mirenda (2005) Augmentative and Alternative
Communication:Supporting Children and Adults with Complex Communication
Needs, Third Edition. Baltimore, MD: Paul H. Brookes Publishing Co.
Course Objectives:
1. Describe the principals and functions of augmentative and alternative
communication as well as identify potential AAC users (70% on exam) (STD
III-B, III-C)
2. Interpret assessment data and determine treatment strategies for
augmentative and alternative communication intervention (70% on project) (
STD III-C, III-D)
3. Discuss funding and trouble shooting processes of AAC (70% on exam)
(STD III-D)
4. Discuss Diagnostic criteria for autism label (70% on exam)
(Std III-C, III-D, III-E, III-G, III-H)
5. Understand the role of genes and environmental influences in Autism
(summarize article) (STD III-C, III-D, III F)
6. Discuss some of the educational issues related to autism (Std III-C, III-D, III-F,
III-G)
7. Describe the characteristics of autism in middle childhood including impact
on social communicative skills and cognitive skills (70% on exam) (STD III-C,
III-D)
8. Discuss the different interventions available for autism and PDD’s the
appropriateness of the interventions (project) (STD III-C, III-D)
Aug
22
24
29
31
Sept. 3
5
7
12
14
19
21
Introduction to Severe populations
What is Augmentative Communication
Symbol Sets
Assessment for AAC
“
Holiday
Low- Tech -Principles of assessment
“
Syndromes Presentations (project 1)
Beginning communicators
language Development
Chapt.1
Chapt. 2
Chapt. 3
Chapt 6, 7
Chapt. 11 & 12
Chapt. 4
Oct.
26
28
3
5
10
12
17
19
24
26
31
Nov. 2
7
9
14
16
Dec.
21
23
28
30
5
Literacy Development
Switches and Supports
Adults using AAC
Chapt. 13
Chapt. 15 - 16
High Tech devices - Dynavox
High Tech devices – Prentke Romich
Other High Tech Devices
Test I
Project 2 presentations
The Nature of Autism
Diagnosis
ABA
“
TEACCH
PECS
“
SCERTS
“
Holiday
Case Presentations – Project 3
Case Presentations
Review
Final Exam at scheduled time – Thursday 12/8 – 2:00 p.m.
1) Grades will be determined by the grades earned in the two exams and the
points earned on the projects.
2) Students will separate into groups of three in order to prepare presentations
to the class about their particular AAC client
3) Choose a syndrome with your group: Project 1
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
There is a list of neurological impairments provided in this link. You may choose
your syndrome from this list. First come – First serve. I prefer that you find a
youtube example – if possible to demonstrate the child to the class. Your job is to
find out what you can about the syndrome – discuss the development of the
disorder across the lifespan – its distinguishing characteristics and the role of the
speech-language pathologist. Graded presentation.
5) AAC project 2 – Your group will be assigned a client who requires the
development of augmentative system for communication. You are to create an
augmentative system that would be appropriate given the limitations of your
client and demonstrate it to the class. (Graded presentation)
4) autism cases Project 3 – video provided by professor – your group is
responsible for preparing the treatment plan for the child given the level of
functioning. Graded presentation.
5) Students will be responsible for reading the assignments. Some of these will
be papers or research studies.
90 -100
88 to 89
80-87
78-79
70-77
Below 70
A
B+
B
C+
C
D
http://aac.unl.edu/AACVI1.html
augmentative devices.
- All the different
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
There is a list of neurological impairments provided in this link. You may choose
your syndrome from this list. First come – First serve. I prefer that you find a
youtube example – if possible to demonstrate the child to the class. Your job is to
find out what you can about the syndrome – discuss the development of the
disorder across the lifespan – its distinguishing characteristics and the role of the
speech-language pathologist. Graded presentation.
Autism Research Institute
http://www.autism.com
Go to ASHA.org and search autism. There are four documents provided
regarding asha policy documents:
22
23
Roles and Responsibilities for Speech-Language
Pathologists in Diagnosis, Assessment and Treatment of Autism
Spectrum Disorders Across the Life Span (Position Statement)
(2006)
Guidelines for Speech-Language Pathologists in
24
25
26
27
28
Diagnosis, Assessment and Treatment of Autism Spectrum
Disorders Across the Life Span (2006)
Knowledge and Skills Needed by Speech-Language
Pathologists for Diagnosis, Assessment and Treatment of Autism
Spectrum Disorders Across the Life Span (2006)
Principles for Speech-Language Pathologists in
Diagnosis, Assessment and Treatment of Autism Spectrum
Disorders Across the Life Span (Technical Report) (2006)
Roles and Responsibilities of Speech-Language
Pathologists With Respect to Augmentative and Alternative
Communication: Position Statement
Roles and Responsibilities of Speech-Language
Pathologists With Respect to Augmentative and Alternative
Communication: Technical Report
Augmentative and Alternative Communication:
Knowledge and Skills for Service Delivery
AAC cases:
Switches and supports
Adult Case of paralysis – previous normal speaker - ALS
Child cerebral palsy – non-verbal – with the ability to point
Child cerebral palsy athetoid - nonverbal
Non speaking apraxic child with normal activity level
Young adult brain injured – unintelligible
Adult severe apraxic due to stroke
*Charman, T. (2003). Epidemiology and early identification of autism: research
challenges and opportunities. Novartis Found Symp 251, 10-19; discussion 19-25.
Fombonne, E. (2003). Epidemiological surveys of autism and other pervasive
developmental disorders: an update. J Autism Dev Disord 33, 365-382.
http://www.kluweronline.com/issn/0162-3257/contents
Madsen, K. M., Hviid, A., Vestergaard, M., Schendel, D., Wohlfahrt, J., Thorsen,
P., Olsen, J., and Melbye, M. (2002). A population-based study of measles,
mumps, and rubella vaccination and autism. N Engl J Med 347, 1477-1482.
http://content.nejm.org/cgi/pmidlookup?view=short&pmid=12421889
Palmen SJ, Van Engeland H, Hof PR, Schmitz C. Neuropathological findings in
autism. Brain. 2004 Aug 25.
http://brain.oupjournals.org/cgi/reprint/awh287v1
Folstein SE. Genetic aspects of infantile autism. Annu Rev Med. 1985;36:415-9.
http://arjournals.annualreviews.org/doi/abs/10.1146%2Fannurev.me.36.02018
5
Molloy CA, Manning-Courtney P. Prevalence of chronic gastrointestinal
symptoms in children with autism and autistic spectrum disorders. Autism. 2003
Jun;7(2):165-71.
http://aut.sagepub.com/cgi/reprint/7/2/165
.002215?cookieSet=1
Muhle R, Trentacoste SV, Rapin I. The genetics of autism. Pediatrics. 2004
May;113(5):e472-86.
http://pediatrics.aappublications.org/cgi/content/full/113/5/e472
Gervais H, Belin P, Boddaert N, Leboyer M, Coez A, Sfaello I, Barthelemy C,
Brunelle F, Samson Y, Zilbovicius M. Abnormal cortical voice processing in
autism. Nat Neurosci. 2004 Aug;7(8):801-2.
http://www.nature.com/cgitaf/DynaPage.taf?file=/neuro/journal/v7/n8/abs/nn1291.html&dynoptions=d
oi1099663257
http://www.autism-pdd.net/teacch.html
Cameron
Cody
Ivancito
Lacy A
Lacy B
Darius
Michael Shannon