AAC interventions have a positive impact on speech production among all ages and across a variety of AAC intervention approaches. Of the participants reviewed, 94% demonstrated an increase in speech production.
When a student is nonverbal or minimally verbal, adults will sometimes delay introducing an augmentative or alternative communication system believing that the system will replace natural speech production. In a comprehensive literature search, Millar, Light, and Schlosser (2006) reviewed 23 studies that included data on speech production and AAC intervention. The results indicatedthat AAC interventions have a positive impact on speech production among all ages and across a variety of AAC intervention approaches. Of the participants reviewed, 94% demonstrated an increase in speech production.
If you would like to increase the verbalizations of students, implement an AAC system during instructional activities. Here are some examples:
|Nonverbal or Minimally Verbal Individuals||When reading a repetitive story, use a talking switch or other voice output device paired with a picture symbol to represent the word you want the child to repeat.|
|Individuals with Autism||When first introducing a voice output device, record single words only, one word per switch or button, paired with a picture. This will give the student the prompt to verbally repeat each word.|
|Individuals with ComplexCommunication Needs||Always give a choice during routine daily activities, even when you know the preference of the student. Choices can be made using eye gaze, picture selection, gesture or verbal responses.|
Teaching AAC: Reports from the classroom http://teachmeaac.blogspot.com/
TTAC/ODU Lending Library https://ttac.biblionix.com/atoz/catalog/ (keyword search: aac)
Millar, D.C., Light, J.C., & Schlosser, R.W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264.