Selecting an Augmentative Communication Device

by Trish Angle

Augmentative communication is defined as "any appliance or system designed to support, enhance, or augment the communication of individuals who are not independent oral communicators in all instances" (Smith and Kleinert, 1989). Selecting the most appropriate communication device for an individual requires the expertise of a team of people. This team can include parents, the candidate for the communication device, when appropriate, a speech language pathologist, an occupational therapist, a physical therapist, a rehabilitative engineer, a technology specialist, a psychologist, and a social worker. In choosing the most appropriate device for an individual, the team will need to make an appropriate match between the individual's abilities and communication needs, and the augmentative system's characteristics.

Level of Symbolic Representation. Each symbol that is used in an augmentative communication system will fall somewhere along a representational hierarchy ranging from concrete (the simplest) to abstract (the most difficult). The most concrete level of representation is objects. Within this level, an individual can communicate by using the actual object, a tangible symbol, or a miniature object. The next level of representation is pictures. Within this level, an individual can use actual photographs, pictures from magazines, or coupons to communicate. Pictographs, the next level of symbolic representation on the hierarchy, include black line drawings, Picsyms, Rebus symbols, and Blissymbols. The most abstract level of symbolic representation is written words. A student's level of symbolic representation will greatly affect the number of available choices of appropriate communication devices. For example, if a student is at the object level of representation, he might be an appropriate candidate for the Clock Communicator and the Compartmentalized Communicator with Lights and Sound, but not for the IntroTalker or the Wolf.

Mode of Activation. An individual's motor abilities and how he will use these to access or control a communication device will need to be closely examined. For example, if an individual will need to use a microswitch to activate a communication device, he might be an appropriate candidate for the SpeakEasy by AbleNet, but not the IntroTalker.

Portability. An individual's augmentative device should be as portable as possible, so that he can use it in a wide variety of environments. In examining portability, the team will need to look at the mounting capabilities of the device if the user will be in a wheelchair, the size of the device, and the weight of the device.

Durability. Since an augmentative device will hopefully be used in a variety of environments, the team will need to make sure the device will not break easily. If the device is going to be used outside or in recreational areas, it should be waterproof or splash resistant.

Cost. In examining the cost of an augmentative communication device, the team will need to consider the purchase price and the cost of maintaining the communication device. Maintenance costs include cost of repairs and the cost of operating components such as paper, tapes, and printer ribbons. Also, the team will need to investigate the availability of financial assistance for the purchase and maintenance of the communication device.

Reference

Smith, P.D., & Kleinert, J. O. (Eds.). (1989). Communication programming for students with severe and multiple handicaps. Lexington, KY: Interdisciplinary Human Development Institute. (Statewide Systems Change Grant: Kentucky, Special Education Programs).