Factsheet
AAC - Resources
1 Voice Communicating Together P.O. Box 559 Halifax, West Yorkshire HX1 2XT United Kingdom
Telephone: 011-44-845-330-7862. Web: http://www.1voice.info. Email: info@1voice.info.
1 Voice is a network and support group for children who use AAC and their families. It holds
weekend networking events and conferences for families, teens, and younger children in the United
Kingdom.
AAC Institute 338 Meadville Street Edinboro, Pennsylvania 16412 Telephone: 814-392-6625. Web:
http://www.aacinstitute.org. Email: khill@aacinstitute.org.
The AAC Institute is a resource for all who are interested in enhancing the communication of people
who rely on augmentative and alternative communication. A not-for-profit charitable organization,
the AAC Institute offers information and provides services worldwide.
AAC Intervention W4855 Hemlock Road Mondovi, Wisconsin 54755 Web:
http://www.aacintervention.com/. Email: julie@aacintervention.com.
Maintained by two certified speech language pathologists, this Web site includes AAC products and
presentations on AAC intervention. The purpose of their work is to encourage functional
communication within an activity-based framework.
ACE Centre 92 Windmill Road Headington, Oxfordshire OX3 7DR United Kingdom Telephone: 01144-1865-759800. Fax: 011-44-1865-759810. Web: http://www.ace-centre.org.uk. Email: info@acecentre.org.uk.
The ACE Centre provides assessment and training services for children with complex physical and
communication difficulties, with a focus on communication technology.
ACOLUG - Augmentative Communication On-Line Users Group Institute on Disabilities at Temple
University 1601 N. Broad Street University Services Building, Suite 610 Philadelphia, Pennsylvania
19122 Telephone: 215-204-1356. TT: 215-204-1356. Fax: 215-204-6336. Web:
http://disabilities.temple.edu/programs/assistive/acolug/. Email: dianeb@temple.edu.
ACOLUG is an Internet Listserv which allows users of augmentative communication and their
families to communicate with each other and with professionals who are interested in
augmentative communication. To subscribe to ACOLUG, all that is needed is a computer with an
Internet connection and an email address.
AGOSCI Inc. 154 Eildon Road Windsor, Queensland 4030, Australia Telephone: 011-61-7-33477200. Fax: 011-61-7-3347-7211. Web: http://www.agosci.org.au. Email: wwebster@cplqld.org.au.
AGOSCI is an Australian group representing people with complex communication needs, as well as
those who live, know or work with people with them. Augmentative and alternative communication
is a key area of interest.
American Speech-Language-Hearing Association (ASHA) 10801 Rockville Pike Rockville, Maryland
20852 Telephone: 800-638-8255 toll free. Fax: 240-333-4705. Web: http://www.asha.org. Email:
actioncenter@asha.org.
The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and
credentialing association for more than 123,000 speech-language pathologists, audiologists, and
speech, language, and hearing scientists in the United States and internationally. Its Web site offers
information for consumers, including the following pages on AAC devices:
Augmentative and Alternative Communication (AAC)
http://www.asha.org/public/speech/disorders/AAC.htm. Topics covered include: What is AAC?
What are the types of AAC systems? What other organizations have information on AAC?
Augmentative Communication: A Glossary
http://www.asha.org/public/speech/disorders/accPrimer.htm.
Information for AAC Users http://www.asha.org/public/speech/disorders/InfoAACUsers.htm.
Topics covered include: Who uses AAC? How do I know if AAC is for me or a loved one? How do
people use AAC systems? What questions should I ask my speech-language pathologist (SLP)?
Assistive Technology Law Center 300 Gateway Center 401 East State Street Ithaca, New York
14850 Telephone: 607-277-7286. Fax: 607-277-5239. Web: http://aacfundinghelp.com. Email:
lewis.golinker@aacfundinghelp.com.
The Assistive Technology Law Center is a public interest law firm providing information and
advocacy assistance to expand coverage and funding for speech generating devices (SGDs). Its Web
site, AACFundingHelp.com, includes extensive information and documentation about the most
important funding sources for SGDs, including Medicare, state Medicaid programs, Tricare, private
health insurance, the Department of Veterans Affairs, education programs, vocational rehabilitation
programs, and telecommunications equipment distribution programs.
Augmentative and Alternative Communication Center Barkley Memorial Centers University of
Nebraska Department of Special Education and Communication Disorders 301 Barkley Lincoln,
Nebraska 68583-0738 Telephone: 402-472-0410. Web: http://aac.unl.edu.
This Web site provides a wide range of information and resources related to AAC and strategies to
assist people with severe communication disabilities to participate more fully in their social roles.
Augmentative Communication Community Partnerships - Canada (ACCPC) 131 Barber Greene
Road Toronto, Ontario M3C 3Y5 Canada Telephone: 416-444-9532. Web: http://www.accpc.ca.
Email: accpc@sympatico.ca.
Augmentative Communication Community Partnerships - Canada is a Canada-wide non-profit
organization that supports people who have communication disabilities and who use augmentative
and alternative communication. Projects have focused on prevention of sexual abuse, early literacy,
safety issues, and access to the legal system.
Augmentative Communication Inc. One Surf Way, #237 Monterey, California 93940 Phone: 831649-3050. Fax: 831-646-5428. Web: http://www.augcominc.com. Email: info@augcominc.com.
Augmentative Communication Inc. (ACI) publishes resources that help keep professionals and
individuals with complex communication needs up-to-date on important developments in
augmentative and alternative communication. ACI is also a partner with the Rehabilitation
Engineering Research Center on Communication Enhancement (AAC-RERC).
Center for Excellence in Augmented Communication University at Buffalo - State University of
New York Department of Communicative Disorders and Sciences 122 Cary Hall Buffalo, New York
14214 Telephone: 716-829-2797. Fax: 716-829-3979. Web: http://ubceac.org. Email:
cdsdept@buffalo.edu.
The CEAC Web site is for everyone interested in Augmentative Communication. Content areas
include In the News, The Law and My Rights, Cutting Edge Technology, Creative Expressions,
Practitioner & Family, Vision Resources, CEAC Research, and Western New York Resources. The site
invites contributions from AAC users, caregivers, organizations, and companies. It posts news, links
to information resources, reports about device problems (bug report), advertisements for products
or services, etc.
Communication Matters (ISAAC UK) c/o the ACE Centre 92 Windmill Road Oxford, OX3 7DR
United Kingdom Telephone: 011-44-131-467-7487. Web:
http://www.communicationmatters.org.uk. Email: admin@communicationmatters.org.uk.
Communication Matters is a UK national charitable organization of members concerned with the
augmentative and alternative communication (AAC) needs of people with complex communication
difficulties. Communication Matters is also known as ISAAC (UK), the United Kingdom chapter of the
International Society for Augmentative and Alternative Communication (ISAAC).
DEAL Communication Centre 538 Dandenong Road Caulfield, Victoria 3162 Australia Telephone:
011-61-3-9509-6324. Fax: 011-61-3-9509-6321. Web: http://home.vicnet.net.au/~dealcc/. Email:
dealcc@vicnet.net.au.
DEAL Communication Centre is an Australian non-governmental organization that provides services
to people who are unable to talk, or unable to talk clearly enough to communicate. DEAL assesses
each client’s communication needs and abilities, and tries to find some means of communication. It
provides training for clients, parents, therapists, caregivers, and teachers; loans communication aids
so that people can practice their skills and make informed decisions about selecting equipment;
and, when appropriate, it obtains equipment for clients through the Australian government-funded
Electronic Communication Devices Scheme.
ISAAC (International Society of Augmentative and Alternative Communication) 49 The Donway
West, Suite 308 Toronto, Ontario M3C 3M9 Canada Telephone: 416-385-0351. Fax: 416-385-0352.
Web: http://www.isaac-online.org/. Email: clare.bonnell@isaac-online.org.
The International Society for AAC works to improve the life of every child and adult with speech
difficulties. ISAAC has thousands of members in 50 countries with chapters in 14 countries. Its U.S.
chapter is USSAAC.
Muscular Dystrophy Association National Headquarters 3300 E. Sunrise Drive Tucson, Arizona
85718 Telephone: 800-344-4863 toll free. Web: http://www.mdausa.org. Email: mda@mdausa.org.
The Muscular Dystrophy Association assists with the purchase of communication devices for
children and adults with neuromuscular diseases. The device must be medically prescribed by the
local MDA clinic physician. The maximum allowable assistance is established by MDA annually.
National Organization Caring for Kids P.O. Box 1822 Tacoma, Washington 98401 Telephone: 253851-6625. Web: http://www.nockonline.org.
The National Organization Caring for Kids (NOCK) helps parents of children with disabilities to fund
assistive technology products after traditional funding sources have been exhausted. Its focus is on
mobility and communication devices. Participants must be referred by one of NOCK’s partners,
which include Dynavox Systems, United Seating and Mobility, Care Medical, Olympic Pharmacy, and
Sunrise Medical.
Rehabilitation Engineering Research Center on Communication Enhancement (AAC-RERC) Duke
University Medical Center, Division of Speech Pathology & Audiology DUMC 3888 Durham, North
Carolina 27770 Telephone: 919-681-9983. Fax: 919-681-9984. Web: http://www.aac-rerc.com.
Email: aac-rerc@mc.duke.edu.
AAC-RERC uses innovative communication technologies to benefit researchers, engineers,
rehabilitation service providers, developers, and users of alternative and augmentative
communication (AAC) technologies.
Speaking Differently c/o Department of Speech-Language Pathology - Univerity of Toronto 160500 University Avenue Toronto, Ontario M5G 1V7 Canada Telephone: 905-827-0631. Fax: 416978-6890. Web: http://www.speakingdifferently.org. Email: speakingdifferently@gmail.com.
Speaking Differently is an organization for persons with disabilities who communicate using
augmentative and alternative communication (AAC) methods, their families, friends and those who
work with them.
Speech Research Lab A.I. duPont Hospital for Children 1600 Rockland Road Wilmington, Delaware
19803 Telephone: 302-651-6843. Fax: 302-651-6895. Web: http://wagstaff.asel.udel.edu/speech/.
Email: speech@asel.udel.edu.
The Speech Research Laboratory focuses on developing new speech technology and adapting
existing speech technology for people with speech and communication difficulties. Projects have
included development of a speech synthesis system with a personalized voice, based on recordings
of the user's own voice.
Speechville Express Web: http://www.speechville.com. Email: support@speechville.com.
Speechville Express is a Web site for parents of children who have difficulty with speech, language,
or communication, or are late talkers. Its resources on augmentative and alternative
communication include a side-by-side comparison of augmentative communication devices at
http://www.speechville.com/shop-augmentative-communication.html.
Talking Point / I CAN 8 Wakley Street London, EC1V 7QE United Kingdom Telephone: 011-44-207843-2510. Fax: 011-44-845-225-4072. Web: http://www.ican.org.uk/TalkingPoint/. Email:
info@ican.org.uk.
Talking Point is an informational Web site sponsored by I CAN, a UK charity supporting children with
communication disabilities. It has sections on Augmentative and Alternative Communication (AAC)
and Voice Output Communication Aids (VOCA).
Training for Augmentative and Alternative Communication Competency (TAACC) P.O. Box 884
Oswego, Illinois 60543 Telephone: 866-567-6222. Web: http://taacc.org. Email: info@taacc.org.
Sponsored by six manufacturers, TAACC (pronounced Talk) conducts all-day workshops on the use
of AAC devices for communication, environmental control, and computer access. The companies
that sponsor TAACC are AMDi (Advanced Multimedia Devices, Inc.); Assistive Technology, Inc.;
Prentke Romich Co.; Saltillo Corporation; Words+, Inc.; and ZYGO Industries, Inc.
United States Society for Augmentative and Alternative Communication (USSAAC) P.O. Box 1195
Burlingame, California 94011 Telephone: 877-887-7222. Fax: 928-585-8525. Web:
http://www.ussaac.org. Email: info@ussaac.org.
USSAAC provides information and support on issues, technology, tools and advancements within
the world of AAC. It serves everyone within the AAC community, including AAC users, therapists,
families, educators, and researchers.
UW Augcomm Box 354875 Speech & Hearing Sciences University of Washington Seattle,
Washington 98195 Telephone: 206-685-7400. Fax: 206-543-1093. Web:
http://depts.washington.edu/augcomm/. Email: tcollab@u.washington.edu.
This Web site provides information on AAC intervention planning, selection of AAC vocabulary, and
AAC features, including output features, access methods, selection set features, message
composition, and physical features. It also includes an AAC glossary, links to AAC resources, and a
publications list.
Veterans Affairs, U.S. Department of 810 Vermont Ave NW Washington, D.C. 20420 Telephone:
800-827-1000 toll free or 202-273-5400. Web: http://www.va.gov.
The Department of Veterans Affairs provides funding for AAC devices for eligible veterans through
the following programs:
Veterans Health Administration: http://www1.va.gov/health/.
Vocational Rehabilitation and Employment Program / Independent Living Program:
http://www.vba.va.gov/bln/vre/ilp.htm.
Voice for Living Web: http://www.voiceforliving.com.
Sponsored by Mayer-Johnson and Dynavox, this Web site provides information, resources, and a
networking forum for individuals and families affected by significant speech, language and learning
disabilities, and the professionals serving them.
YAACK - Augmentative and Alternative Communication (AAC) Connecting Young Kids
Augmentative and Alternative Communication Center Barkley Memorial Centers University of
Nebraska Department of Special Education and Communication Disorders Lincoln, Nebraska
68583-0738 Telephone: 402-472-0410. Web: http://aac.unl.edu/yaack/. Email: yaack@iname.com.
This Web site covers issues related to AAC and young children. It provides easy-to-understand,
practice, information and guidance for families, teachers, speech/language pathologists and anyone
else who is involved with a child with special communication needs. Focus areas include choosing
an AAC system and teaching communication skills with AAC.
Yahoo Augmentative/Alternative Communication Group Web:
http://health.groups.yahoo.com/group/aacommunication/.
The Yahoo Augmentative/Alternative Communication Group is a place where speech-language
pathologists, occupational therapists, physical therapists, parents, and teachers can share ideas or
post questions relating to augmentative and alternative communication (AAC). Topics include
assessment, equipment options, engineering the home or classroom environment, activity ideas,
etc.
Publications
The articles and books listed in this section may be helpful to a person who is selecting a
communicator or is in need of information on the potential uses and benefits of communicators.
When available, a link is provided to a Web page on which the text of the publication can be viewed
free of charge or to a Web page from which the publication can be purchased online. The views
stated are those of each article’s author(s) and do not reflect the opinions of ABLEDATA or the U.S.
Department of Education.
Many of these publications are included in the library of rehabilitation literature maintained by the
National Rehabilitation Information Center (NARIC). For each of these items, the publication’s
accession number in NARIC’s REHABDATA literature database on disability and rehabilitation is
included in the citation. The REHABDATA accession number also serves as a link to the
corresponding record in the REHABDATA database. To inquire whether NARIC can supply a copy of
an item in its collection, contact them at—
National Rehabilitation Information Center (NARIC) 8201 Corporate Drive, Suite 600 Landover
Maryland 20785 Telephone: 800-346-2742 toll free or 301-459-5900. Fax: 301-459-4263. TT: 301459-5984. Web: http://www.naric.com. Email: naricinfo@heitechservices.com.
Product Reviews
The following articles discuss several different brands of communicators, and may be useful in
selecting a product. The views stated are those of each article’s author(s) and do not reflect the
opinions of ABLEDATA or the U.S. Department of Education.
Kardos, Margaret, “Chatbox 40,” ConnSENSE Bulletin, Volume 8, Number 3 (October 2006).
Web (view text): http://connsensebulletin.com/chatbox40revmk.html.
The author reviews the ChatBox 40 from Saltillo, finding it to be a good option as an entry-level
voice output communication device for younger children.
Kardos, Margaret, “L*E*O: Language and ECU in One,” ConnSENSE Bulletin, Volume 8, Number 3
(October 2006).
Web (view text): http://connsensebulletin.com/Leoreviewmk.html.
The author reviews L*E*O, a direct selection and scanning communicator and environmental
control unit from Tobii Assistive Technology Inc., and finds that the device is a good low-cost
communication option for people with a wide range of communication skill levels.
Rackensperger, Tracy, “The Pathfinder with Unity 128,” ConnSENSE Bulletin, June 2005.
Web (view text): http://www.connsensebulletin.com/tracyreview.html.
The author reviews the Pathfinder speech generating device from Prentke Romich Company, as
used with Unity 128 vocabulary software, which assigns meanings to graphical icons and stores
them. She finds that the device fits her needs as a researcher, writer, and presenter.
Younkerman, Tom, “ConnSENSE Review: DynaVox Series 4 DV4,” ConnSENSE Bulletin, Volume 7,
Number 3 (October 2005).
Web (view text): http://www.connsensebulletin.com/revdv4.html .
The author, who has cerebral palsy, concludes this review of DynaVox Series 4 (DV4) from Dynavox
Systems by saying: “Overall I find the DynaVox System 4 to be a good AAC device that has the
flexibility I need to meet my communication needs.”
Zabala, Joy Smiley, “The Tango! Not Just Another Pretty Face,” ConnSENSE Bulletin, Volume 8,
Number 3 (November 2006).
Web (view text): http://www.connsensebulletin.com/joytango.html.
This article reviews the Tango! communication aid from Blink-Twice. The author finds many positive
features and a few challenges, and concludes, “the Tango! is a fresh face on the scene that has a lot
going for it.”
Other Publications
Bailey, Rita L., Julie B. Stoner, Howard P. Parette, Jr., and Maureen E. Angell, “AAC Team
Perceptions: Augmentative and Alternative Communication Device Use,” Education and Training in
Developmental Disabilities, Volume 41, Number 2 (June 2006) pp. 139-154.
REHABDATA accession number: J50849.
This study examines the use of AAC devices by middle and high school students, based on
interviews with seven AAC team members (six special education teachers and one speech-language
pathologist). AAC was seen to have a positive effect on interactions between students with
disabilities and their non-disabled peers, while team collaboration was perceived to be the most
important factor in successful AAC use.
Ball, Laura J., David R. Beukelman, and Gary L. Pattee, “Acceptance of Augmentative and Alternative
Communication Technology by Persons with Amyotrophic Lateral Sclerosis,” Augmentative and
Alternative Communication (AAC), Volume 20, Number 2 (June 2004), pp. 113-122.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a713950249~db=all~order=page.
REHABDATA accession number: J48050.
This study examined utilization of AAC devices by 50 individuals with amyotrophic lateral sclerosis
over the course of 4 years. Results indicate that 96% of participants accepted AAC technology either
immediately or after some delay, and none of the participants ceased use of their devices.
Beck, Ann R., Stacey Bock, James R. Thompson, and Kullaya Kosuwan, “Influence of Communicative
Competence and Augmentative and Alternative Communication Technique on Children's Attitudes
Toward a Peer Who Uses AAC,” Augmentative and Alternative Communication (AAC), Volume 18,
Number 4 (December 2002), pp. 217-227.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a714043410~db=all~order=page.
REHABDATA accession number: J50849.
This study examines factors affecting children’s attitudes towards a peer using an AAC device.
Results indicate that participants’ grade level, device type used, and the AAC user’s communicative
competence had no significant effect on attitudes. The only significant factor was gender, as girls
reported a more positive attitude towards a child using AAC.
Beck, Ann R., Stacey Bock, James R. Thompson, Linda Bowman, and Stacey Robbins, “Is Awesome
Really Awesome? How the Inclusion of Informal Terms on an AAC Device Influences Children's
Attitudes Toward Peers Who Use AAC,” Research in Developmental Disabilities, Volume 27, Number
1 (January/February 2006), pp. 56-69.
Web (to purchase text): http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VDN4G9Y4N5-11&_cdi=5987&_user=10&_orig=browse&_coverDate=02/28/2006&_sk=999729998&view=c&wchp
=dGLzVlz-zSkWW&md5=475ae860d1048d6b4542200f80481f89&ie=/sdarticle.pdf.
This study examines whether children’s reactions to peers who use an AAC device are affected by
the addition of informal language. A total of 84 children in grades 4 or 5 viewed video of a child
using the AlphaTalker from Prentke Romich with formal English only or with both formal and
informal language. Results indicate that the introduction of informal terms had no effect on
children’s self-reported attitudes.
Beukelman, David R., Susan Fager, Laura Ball, and Aimee Dietz, “AAC for Adults with Acquired
Neurological Conditions: A Review,” Augmentative and Alternative Communication (AAC), Volume
23, Number 3 (September 2007), pp. 230-242.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a781352296~db=all~jumptype=rss.
REHABDATA accession number: J53104.
This article reviews the state of the science of AAC for adults with communication disorders
resulting from amyotrophic lateral sclerosis (ALS), traumatic brain injury (TBI), brainstem
impairment, severe and chronic aphasia or apraxia of speech, primary progressive aphasia (PPA),
and dementia. Topics include recent technological advances, AAC acceptance and utilization,
limitations of AAC, and future needs.
Beukelman, David R., and Laura J. Ball, “Improving AAC Use for Persons with Acquired Neurogenic
Disorders: Understanding Human Engineering Factors,” Assistive Technology, Volume 14, Number 1
(Summer 2002), pp. 33-44.
Web (to purchase text):
http://www.resna.org/ProfResources/Publications/ATJournal/Volume14/Issue1/BulbarALS.php.
REHABDATA accession number: J48246.
This article examines factors that influence the use of AAC devices by adults with neurogenic
conditions that commonly result in communication disabilities. Factors discussed include the
natural course of the neurogenic condition, use of multiple modes of communication, changing
technological capabilities, communication patterns, modified social roles, communication in diverse
environments, AAC user attitudes, and instructional constraints.
Brooks, Barbara, and Debbie Whitby-Norman, “Come Talk With Me,” Closing the Gap, Volume 24,
Number 1 (April/May 2005), pp. 1, 23-24.
The authors describe the use of AAC devices by elementary and secondary school students with a
variety of physical, cognitive, and sensory disabilities.
Cosbey, Joanna Evans, and Susan Johnston, “Using a Single-Switch Voice Output Communication Aid
to Increase Social Access for Children With Severe Disabilities in Inclusive Classrooms,” Research
and Practice for Persons with Severe Disabilities, Volume 31, Number 2 (Summer 2006), pp. 144156.
REHABDATA accession number: J51151.
This study examines the effects of AAC use on the communication skills of children with severe
multiple disabilities and their acceptance by non-disabled peers.
Courtney, Susan Wells, “Speech Solutions,” The Motivator, (Fall 2003), pp. 19-22.
Web (to purchase text): http://www.msassociation.org/publications/fall03/feature.htm.
This article discusses no-tech, low-tech, and high-tech solutions for people with multiple sclerosis
who are experiencing difficulties in speaking. Speech generating devices are among the high tech
solutions discussed.
Dowden, Patricia, “Understanding Features of Communication Devices for AAC Recommendations
and Funding,” Washington Assistive Technology Alliance (WATA) Bulletin, Summer 2001.
Web (view text): http://wata.org/pubs/bulletins/summer2001.htm.
The author, a speech pathologist, provides some suggestions on how families, clinicians, and AAC
users themselves can become educated about the many available options for AAC devices.
Doyle, Molly, and Barbara Phillips, “Trends in Augmentative and Alternative Communication Use by
Individuals with Amyotrophic Lateral Sclerosis,” Augmentative and Alternative Communication
(AAC), Volume 17, Number 3 (September 2001), pp. 167-178.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a714043381~db=all~order=page.
This paper examines patterns in the use of AAC by people with ALS. The authors find that women
prefer speech generating devices twice as often as men, while men prefer high-technology writing
systems three times as often as women, and prefer integrated communication systems twice as
often. Men and women show comparable likelihood of rejecting AAC altogether.
Dudek, Karen, Ann R. Beck, and James R. Thompson, “The Influence of AAC Device Type, Dynamic
vs. Static Screen, on Peer Attitudes,” Journal of Special Education Technology, Volume 21, Number 1
(Winter 2006), pp. 17-24.
REHABDATA accession number: J51191.
This study examines whether children’s attitudes towards peers who use AAC are influenced by
whether the device has a static screen or dynamic screen. Participants were shown videos of peers
using a DeltaTalker from Prentke Romich (static screen) or a DynaVox 3100 from Dynavox Systems
(dynamic screen). The results did not indicate bias toward children who used one device type or the
other, although gender was found to influence device acceptance.
Fried-Oken, Melanie, and Hank A. Bersani Jr., (editors), Speaking Up and Spelling It Out: Personal
Essays on Augmentative and Alternative Communication, Baltimore: Brookes Publishing, 2000, 288
pages.
Web (to purchase text): http://www.amazon.com/Speaking-Spelling-Out-AugmentativeCommunication/dp/1557664471.
REHABDATA accession number: R08050.
This book collects personal essays, poems, and interviews of 28 diverse individuals who use AAC,
from teens to senior citizens, who give first-person accounts of how living with AAC has affected
them.
Grassmann, Laura, “Identity and Augmentative and Alternative Communication,” Journal of Special
Education Technology, Volume 17, Number 3 (Summer 2002), pp. 47-50.
Web (view text): http://jset.unlv.edu/17.3/asseds/ashton.html.
This article discusses how the development of children’s identities can be affected by the use of
AAC. The author contends that children must be at the center of the AT acquisition process, and
should be made to feel as comfortable as possible when using communication devices during
interactions in a variety of settings.
Higdon, Carolyn Wiles, and Lawrence W. Higdon, “A Missing Link: People, Practice, and Some
Precarious Research,” Topics in Language Disorders, Volume 24, Number 1 (January/March 2004),
pp. 5-17.
This article discusses ways to bridge the gap between researchers’ and clinicians’ views regarding
clients’ AAC needs.
Higginbotham, D. Jeffery, Howard Shane, Susanne Russell, and Kevin Caves, “Access to AAC:
Present, Past, and Future,” Augmentative and Alternative Communication (AAC), Volume 23,
Number 3 (September 2007), pp. 243-257.
Web (view text):
http://www.informaworld.com/smpp/content?content=10.1080/07434610701571058.
REHABDATA accession number: J53105.
The authors outline the historical development of AAC, including AAC technology and the human
factors involved in its successful use.
Hill, Katya, “AAC Assessment: Applying Evidence-Based Practice,” Closing the Gap, Volume 22,
Number 4 (October/November 2003), pp. 1, 12-15.
This article discusses research-based methods for educators to use in selecting an AAC system and
assessing outcomes.
Hoge, Debra Reichert, and Cheryl A. Newsome, The Source for Augmentative and Alternative
Communication, Moline, Illinois: LinguiSystems, [copyright 2002], 177 pages.
Web (to purchase text): http://www.linguisystems.com/itemdetail.php?id=397.
The Source is a comprehensive resource book on AAC for speech and language therapists, covering
assessment and intervention issues for children and adults in schools, private practice, hospitals,
and home health care.
Hourcade, Jack, Tami Everhart Pilotte, Elizabeth West, and Phil Parette, “A History of Augmentative
and Alternative Communication for Individuals with Severe and Profound Disabilities,” Focus on
Autism and Other Developmental Disabilities, Volume 19, Number 4 (Winter 2004), pp. 235-244.
Web (view text): http://foa.sagepub.com/cgi/reprint/19/4/235.
The authors present an overview of the evolution of AAC services over the past half century. They
find that AAC has been an important factor in the development of support services for people with
disabilities, especially those with severe and profound disabilities.
Hunt-Berb, Mary, and Christine Toomey, “A 15-Year Retrospective Study of the Outcomes of
Students With Severe Speech and Physical Impairments Who Use AAC,” Proceedings of the RESNA
26th International Annual Conference, Arlington, Virginia: Rehabilitation Engineering and Assistive
Technology Society of North America, 2003.
Web (to purchase text):
http://resna.org/ProfResources/Publications/Proceedings/2003/Papers/AAC/Hunt-Berg_AAC.php.
This retrospective study examines AAC and assistive technology use patterns and long-term
outcomes for former students at a San Francisco-area school for children with severe speech and
physical impairments.
Jaehnert, Kari, “Opening the Door to Communication: Selecting an AAC Device,” Family Center on
Technology and Disability (FCTD) Newsletter, March 2002.
Web (view text):
http://www.fctd.info/resources/newsletters/displayNewsletter.php?newsletterID=42; or
http://www.ucp.org/ucp_channeldoc.cfm/1/14/86/86-86/3916.
This article discusses the basics of AAC device selection for children with communication disabilities.
A revised version is available on the United Cerebral Palsy Association web site under the title
“Selecting an Augmentative and Alternative Communication (AAC) Device for Your Child.”
Jones, Wylanta, Pamela Mathy, Tamiko Azuma, and Julie Liss, “The Effect of Aging and Synthetic
Topic Cues on the Intelligibility of Dysarthric Speech,” Augmentative and Alternative
Communication (AAC), Volume 20, Number 1 (March 2004), pp. 22-29.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a713950240~db=all~order=page.
This study examines the impact of content cues produced by an AAC device on the intelligibility of
dysarthric speech to younger and older listeners. Participants were asked to transcribe recorded
speech from a 75-year-old male with severe dysarthria and ALS. Results indicate that both younger
and older listeners performed better when speech was accompanied by synthetic topic cues.
Light, Janice, and Kathryn Drager, “AAC Technologies for Young Children with Complex
Communication Needs: State of the Science and Future Directions,” Augmentative and Alternative
Communication (AAC), Volume 23, Number 3 (September 2007), pp. 203-216.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a781355802~db=all.
In this article, the authors review the research related to AAC technologies for young children with
complex communication needs, and present recommendations for future research directions.
Recommendations include focusing on increasing the appeal of AAC devices, expanding their
functionality, and reducing their learning demands.
Lilienfeld, Margaret, and Erna Alant, “Attitudes of Children Toward an Unfamiliar Peer Using an AAC
Device With and Without Voice Output,” Augmentative and Alternative Communication (AAC),
Volume 18, Number 2 (June 2002), pp. 91-101.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a714043399~db=all~order=page.
REHABDATA accession number: J44095.
This study examines children’s attitudes toward a fellow student with cerebral palsy and no
functional speech who used a DeltaTalker operated with a head pointer. One hundred and fifteen
children, aged eleven to thirteen years, were shown a videotape of the student using the
DeltaTalker. Results from a questionnaire indicated that the children’s attitudes were more positive
when the participant communicated with voice output. Female students had more positive
attitudes than male students.
Lund, Shelley K., and Janice Light, “Long-Term Outcomes for Individuals Who Use Augmentative and
Alternative Communication: Part 1 - What is a ‘Good Outcome’?” Augmentative and Alternative
Communication (AAC), Volume 22, Number 4 (December 2006), pp. 284-299.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a762351431~db=all~order=page.
The authors examine long-term outcomes for seven young men with cerebral palsy, between 19
and 23 years of age, who had used AAC systems for at least 15 years. The author finds that
outcomes varied by individual and by measure used, raising issues about the challenges of
outcomes research.
McAfoose, Linnea R., “Using AAC Device Features to Enhance Teenager's Quality of Life,” Assistive
Technology Outcomes and Benefits, Volume 1, Number 1 (Fall 2004), pp. 33-41.
Web (view text): http://www.atia.org/files/public/atobv1n1articleFIVE.pdf.
This article describes the use of a DynaVox 3100 speech generating device by a 17-year-old honors
student with athetoid cerebral palsy, whose quality of life was enhanced as she learned to
communicate more effectively and efficiently.
McNaughton, David, Janice Light, and Linda Groszyk, “‘Don’t Give Up’: Employment Experiences of
Individuals with Amyotrophic Lateral Sclerosis Who Use Augmentative and Alternative
Communication,” Augmentative and Alternative Communication (AAC), Volume 17, Number 3
(September 2001), pp. 179-195.
REHABDATA accession number: J42842.
This focus group study examines the employment experiences of five individuals with ALS who use
AAC devices. Page 54 March 2008 ABLEDATA Fact Sheet on Communicators
McNaughton, David, Janice Light, and Kara B. Arnold, “‘Getting Your Wheel in the Door’: Successful
Full-Time Employment Experiences of Individuals with Cerebral Palsy Who Use Augmentative and
Alternative Communication,” Augmentative and Alternative Communication (AAC), Volume 18,
Number 2 (June 2002), pp. 59-76.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a714043397~db=all~order=page.
REHABDATA accession number: J44093.
This focus group study examines the experiences of eight individuals with cerebral palsy who use
AAC while employed in a full-time job. Six major themes emerged from the discussion: (1)
descriptions of employment activities; (2) benefits of employment and reasons for being employed;
(3) negative impacts resulting from employment; (4) barriers to employment; (5) supports required
for employment; and (6) recommendations for improving employment outcomes or individuals who
with cerebral palsy who use AAC.
McNaughton, David, and Diane Nelson Bryen, “AAC Technologies to Enhance Participation and
Access to Meaningful Societal Roles for Adolescents and Adults with Developmental Disabilities
Who Require AAC,” Augmentative and Alternative Communication (AAC), Volume 23, Number 3
(September 2007) pp. 217-229.
Web (to purchase text):
http://www.informaworld.com/smpp/content~content=a781353443~db=all.
This article reviews published research on the use of AAC to support societal participation by
adolescents and adults with developmental disabilities, with a focus on post-secondary education
and training, the workplace, and community living and social interaction.
“Medicaid and Assistive Technology: A Fresh Look at Medicaid as an AT Funding Source,” AT
Advocate, Volume 9, Issue 2 (Winter 2005), pp. 302-312.
Web (view text): http://www.nls.org/av/spring05.htm (HTML) or
http://www.nls.org/av/spring05.pdf (.pdf).
This article provides a general overview of funding for assistive technology under Medicaid for
children and adults.
“Medicaid, Assistive Technology, and the Courts: An Updated Summary of AT-Related Federal and
State Court Decisions,” AT Advocate, Volume 11, Issue 1 (Winter 2006-2007), pp. 370-380.
Web (view text): http://www.nls.org/av/winter06-07.htm (HTML) or
http://www.nls.org/av/winter06-07.pdf (.pdf).
This article summarizes important court decisions related to Medicaid funding of AT since the mid1980s. It includes a section on augmentative communication devices.
Mintun, Bonnie, “The Central Role of Expectations in Communication and Literacy Success: A Parent
Perspective,” Assistive Technology Outcomes and Benefits, Volume 2, Number 1 (Fall 2005), pp. 3144.
Web (view text): http://atia.i4a.com/files/public/atobv2n1articleFOUR.pdf.
This is a mother’s first-person account of the process of choosing AAC technology for a 21-year-old
daughter with severe cognitive, visual, and orthopedic disabilities. Obstacles included the low
expectations of prescribing professionals about her daughter’s ability to benefit from the AAC due
to the severity of her disabilities.
Murphy, Patricia M., “Assistive Technology as an Evolving Resource for a Successful Employment
Experience,” Assistive Technology Outcomes and Benefits, Volume 2, Number 1 (Fall 2005), pp. 5570.
Web (view text): http://www.atia.org/files/public/atobv2n1articleSIX.pdf.
This paper describes the role of an AAC device in the employment experience of a young man with
cerebral palsy who could not walk, use his hands, or speak with his own voice. The young man
worked as an inventory processor at the warehouse of a bookseller, and used a DynaVox 3100 from
DynaVox Systems.
Murphy, Patti, “The Five Ws of Adopting AAC in Adulthood,” Closing the Gap, Volume 25, Number 3
(August/September 2006), pp. 1, 11-12.
This article discusses the process of adopting AAC as an adult in terms of “the five Ws”: (1) why, (2)
when, (3) what, (4) where, and (5) who. Examples of adults who have made the transition to
successful AAC use include a retired professor who lost his voice after a stroke, who uses a
keyboard communicator (the DynaVox MT4), which he describes as his way out of virtual isolation;
and a man with declining intelligible speech due to ALS who uses the DynaWrite, another keyboard
communicator from Dynavox, Inc.
Ogletree, Billy T., and Thomas Oren, How to Use Augmentative and Alternative Communication,
Austin, Texas: Pro-Ed, 2006, 45 pages.
Web (to purchase text): http://www.proedinc.com/customer/productView.aspx?ID=3599.
This manual discusses AAC applications for children and adults with autism spectrum disorders, and
offers recommended practices to help guide parents and practitioners in the establishment and
implementation of AAC.
Quintero, Alyssa, “Assistive Technology: A.T. Funding Challenge,” Quest, Volume 14, Number 1
(January/February 2007), pp. 46-53.
Web (view text): http://www.mdaquest-digital.com/mdaquest/20070102.
This article identifies possible funding sources for assistive technology (AT), including AAC devices.
As alternatives to Medicare and other insurance, it points to partial funding for prescribed AAC
through the Muscular Dystrophy Association; equipment loans through State Tech Act projects; and
ATMatch.com, a national marketplace that matches AT donors and sellers with potential
consumers.
Rackensperger, Tracy, Michael Williams, Carole Krezman, and David McNaughton, “The Learning
Experiences of AAC Users: Results of an Internet-Based Focus Group Discussion,” Proceedings of the
RESNA 25th International Conference, Volume 22, Number 1 (June/July 2002), pp. 72-74.
REHABDATA accession number: O14478.
In this focus group study, seven AAC users discuss their experiences selecting and learning to use
AAC. Topics include (1) issues in the selection of an AAC device, (2) knowledge needed to make
competent use of an AAC system, (3) activities used to gain proficiency in the use of an AAC system,
and (4) indicators of progress/success in learning to make use of an AAC device.
Scarlett, Yolonda, “Oh Yes You Can: How Creativity and Assistive Technology Helped My Child to Do
Class Reports,” See/Hear, Volume 10, Number 2 (Spring 2005).
Web (view text): http://www.tsbvi.edu/Outreach/seehear/spring05/yes.htm.
This is a mother’s account of how her son, a non-verbal second grader who is not able to write or
type, utilizes a Big Mack single message communicator and a Sequencer to participate in activities
such as oral reports, ABC’s, counting, naming classmates, conversations, and songs.
Schlosser, Ralf W., “Roles of Speech Output in Augmentative and Alternative Communication:
Narrative Review” Augmentative and Alternative Communication (AAC), Volume 19, Number 1
(March 2002), pp. 5-27.
Web (view text): http://www.slpa.neu.edu/people/schlosser/8_Schlosser2003.pdf.
REHABDATA accession number: J47014.
This article reviews research related to the effect of the use of speech output by children with
communication disabilities on how they are viewed by peers.
Sigafoos, Jeff, Mark O'Reilly, Jennifer B. Ganz, Giulio E. Lancioni, and Ralf W. Schlosser, “Supporting
Self-Determination in AAC Interventions by Assessing Preference for Communication Devices,”
Technology and Disability, Volume 17, Number 3 (2005), pp. 143-153.
REHABDATA accession number: J49879.
This paper outlines a methodology for enabling students with severe developmental disabilities to
indicate a specific preference for AAC devices. The approach allows for the selection of AAC based
on an analysis of student characteristics and environmental factors. The authors describe
applications of the method involving two students.
Sigafoos, J., M.F. O'Reilly, S. Seely-York, J. Weru, S.H. Son, V.A. Green, and G.E. Lancioni,
“Transferring AAC Intervention to the Home,” Disability and Rehabilitation, Volume 26, Number 21
(November 2004), pp. 1330-1334.
REHABDATA accession number: J48461.
Study examining the transfer to the home setting of AAC skills acquired by 12-year-old boy with
autism during a clinical trial. The boy was trained to use the TalkTrac Wearable Communicator from
AbleNet. Results indicate that the boy was able to continue learning to use the device in his home
after the initial clinical trials with support from his parent and the intervention team.
Simoniello, Susan, and Marianne Kennedy, “AAC Assessment and Implementation Through the Eyes
of a Special Educator: Part One of a Two-Part Series,” Closing the Gap, Volume 24, Number 2
(June/July 2005), pp. 1, 16.
This article describes the AAC assessment process for a young girl with neurological disabilities. The
girl was prescribed the DynaVox MT4 voice output communicator from DynaVox Systems, and was
able to learn to use the device efficiently after only ten minutes of direct instruction.
Simoniello, Susan, and Marianne Kennedy, “AAC Assessment and Implementation Through the Eyes
of a Special Educator: Part Two of a Two-Part Series,” Closing the Gap, Volume 24, Number 3
(August/September 2005), pp. 1, 6, 36.
This article, the second of two, focuses on challenges faced in the AAC implementation process,
such as staff attitudes, knowledge, and skills. The authors offer guidelines to help others have a
successful AAC experience. For example, they found that it is crucial to provide evidence and data
to support the decision to use AAC equipment, and that team members should be educated early
and often on the use of the equipment. It is important to meet early and to troubleshoot on a
regular basis, and it is unrealistic to expect to be able to implement the device into all of the child’s
activities immediately.
“Voice Output Communication Aids,” Talking Point, June 19, 2006.
Web (view text): http://www.ican.org.uk/TalkingPoint/Parent Point/Communication
Disability/AAC/Voice Output Communication Aids.aspx.
This Web article outlines the features of voice output communication aids (VOCAs) for children with
communication disabilities.
Williams, Stephanie and Patti Murphy, “Letter-Based AAC Systems: Rate Enhancement Strategies
for Literate Adults,” Closing the Gap, Volume 22, Number 1 (April/May 2003), pp. 21-22.
This article discusses methods to reduce the cognitive and physical demands on individuals using
letter-based communication devices, including low-tech alphabet boards and high tech keyboard
communicators. Most of these strategies are used to reduce the number of keystrokes required to
effectively express ideas. They include adaptive dictionaries, word prediction, macros, automatic
spacing and capitalization, modified keyboard layouts, abbreviation expansion, and flexible
abbreviation programs.
Wood, Tara, “Speaking for Yourself: AAC Devices Get Faster, Easier, More Flexible,” Quest, Volume
11, Number 3 (May/June 2004).
Web (view text): http://www.mdausa.org/publications/Quest/q113access.html.
This article discusses advances in AAC devices, with a focus on communicators aimed at literate
adults. Products discussed include keyboard communicators, scanning communicators, and
communicator with environmental control and computer input capability. The author includes
advice on how consumers can choose the proper device to fit their individual needs.
This factsheet is sourced from the Informed Consumer’s Guide written by David G. Johnson and produced by
ABLEDATA.
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