Fundamentals of AAC
A Case-Based Approach to Enhancing Communication
2nd Edition
Published on 15. October 2025
Book
Paperback/Softback
574 pages
978-1-63550-773-7 (ISBN)
Description
The second edition of Fundamentals of AAC: A Case-Based Approach to Enhancing Communication continues to be a course-friendly textbook designed to walk readers through the theoretical and clinical underpinnings of assessment, intervention, and consultation for individuals with complex communication needs across the lifespan. Augmentative and alternative communication (AAC) encompasses a variety of communication methods and is used by those with a wide range of speech and language impairments. With a consistent framework and descriptive case studies, as well as input from various stakeholders, readers can gain a comprehensive understanding of the needs of persons who use AAC and how to provide them with ethically and culturally considerate support.
Unlike other texts on this topic, this book empowers readers to visualize AAC in action. Each chapter begins with fundamental concepts and principles, followed by a relevant case study that presents the concepts and principles "in action" that guide the reader through the use of clinical decision-making in AAC. Every case study is designed to underscore the cultural, linguistic, and social variability inherent to the fields of AAC and communication sciences, and how each individual influences the manifestation of the AAC system, treatment, and implementation plans.
Intended to easily translate into a 6-, 8-, or 13-week semester course, this textbook is divided into eight distinct sections:
Section I provides an overview of AAC, no-tech, mid-tech, and high-tech AAC systems, as well as mobile technology and advancing technology.
Section II discusses language fundamentals.
Section III reviews AAC assessment, intervention, and implementation for toddlers, preschoolers, and school-aged individuals, along with goal-writing and data collection.
Section IV covers assessment, intervention, and implementation for young adults and adults needing AAC.
Section V offers the reader detailed information and rich examples of the application of AAC for persons with developmental disabilities.
Section VI provides the theoretical foundation and exemplar case studies of AAC for persons with acquired disabilities.
Section VII details consultation and training for various stakeholders, as well as tele-AAC services.
Section VIII presents a collection of essays from various stakeholders.
New to the Second Edition
A chapter dedicated to AAC and literacy
Updated information about neuro-affirming practice, technology advancements (like artificial intelligence and automation), and implementation of AAC outside of intervention
New photos and videos
Updated intervention resources
Report-writing tools
Enhanced instructor resources
Key Features
Overviews with key terms set the stage for each section
36 case studies with questions and visuals to clearly depict each case
Boxes with practical tips and expert advice
PluralPlus Online AncillariesFor instructors: Instructor's Manual, Sample Syllabus, PowerPoint Slides, Test Bank, Image Bank, Activities/Exercises, Links to Related Resources, Case Study Instructional Resources
For students: Videos, Select Color Photos, Links to Related Resources
Unlike other texts on this topic, this book empowers readers to visualize AAC in action. Each chapter begins with fundamental concepts and principles, followed by a relevant case study that presents the concepts and principles "in action" that guide the reader through the use of clinical decision-making in AAC. Every case study is designed to underscore the cultural, linguistic, and social variability inherent to the fields of AAC and communication sciences, and how each individual influences the manifestation of the AAC system, treatment, and implementation plans.
Intended to easily translate into a 6-, 8-, or 13-week semester course, this textbook is divided into eight distinct sections:
Section I provides an overview of AAC, no-tech, mid-tech, and high-tech AAC systems, as well as mobile technology and advancing technology.
Section II discusses language fundamentals.
Section III reviews AAC assessment, intervention, and implementation for toddlers, preschoolers, and school-aged individuals, along with goal-writing and data collection.
Section IV covers assessment, intervention, and implementation for young adults and adults needing AAC.
Section V offers the reader detailed information and rich examples of the application of AAC for persons with developmental disabilities.
Section VI provides the theoretical foundation and exemplar case studies of AAC for persons with acquired disabilities.
Section VII details consultation and training for various stakeholders, as well as tele-AAC services.
Section VIII presents a collection of essays from various stakeholders.
New to the Second Edition
A chapter dedicated to AAC and literacy
Updated information about neuro-affirming practice, technology advancements (like artificial intelligence and automation), and implementation of AAC outside of intervention
New photos and videos
Updated intervention resources
Report-writing tools
Enhanced instructor resources
Key Features
Overviews with key terms set the stage for each section
36 case studies with questions and visuals to clearly depict each case
Boxes with practical tips and expert advice
PluralPlus Online AncillariesFor instructors: Instructor's Manual, Sample Syllabus, PowerPoint Slides, Test Bank, Image Bank, Activities/Exercises, Links to Related Resources, Case Study Instructional Resources
For students: Videos, Select Color Photos, Links to Related Resources
More details
Edition
2nd edition
Language
English
Place of publication
San Diego
United States
Target group
College/higher education
Adult education
Professional and scholarly
Product notice
Paperback (trade)
Dimensions
Height: 279 mm
Width: 216 mm
Thickness: 29 mm
Weight
1283 gr
ISBN-13
978-1-63550-773-7 (9781635507737)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Dr. Nerissa Hall is co-founder of Communicare, LLC and codirector of the Speech, Language, and Literacy Center at Tate Behavioral, Inc. Her work concentrates on augmentative and alternative communication, assistive technology, and tele-AAC, and she works primarily with school-aged individuals, providing specialized, evidence-based intervention, assessment, and consultation services. Dr. Hall received her masters and doctorate degrees from the University of Massachusetts- Amherst, focusing on AAC skill advancement and implementation as well as tele-AAC. She has presented nationally regarding these and other related topics. Dr. Hall has served as a LEND Fellow and as adjunct faculty at Elms College, Cambridge College, and the Uni-versity of Massachusetts-Amherst. She is part of the team that edited Tele-AAC: Augmentative and Alternative Communication Through Telepractice and is passionate about advancing the fields of AAC and AT to ensure meaningful outcomes for individuals using AAC and AT and the teams that support them.
Dr. Jenifer Juengling-Sudkamp is a speech-language pathologist who provides augmentative and alternative communication consultations, assessments, and interventions across multiple medical settings to adults with complex communication needs that are often a result of acquired neurodegenerative disorders and/or traumatic brain injury. She has a passion to improve people's access to AAC consultative, evaluation, and/or interventions and joined a team of talented editors and authors to contribute to the resourceful clinical book, Tele-AAC: Augmentative and Alternative Communication Through Telepractice. Dr. Juengling-Sudkamp is a clinical instructor in the Department of Orthopaedics at Tulane University School of Medicine, where she teaches combined undergraduate and graduate courses in applied neuroscience that are specific to the clinical management of athletes with sport-related brain injuries. She also served as the program manager and a consultant for the Sport Concussion Clinic, the NFL Players Association's Trust Brain and Body, and the Milestone Wellness Assessment programs at Tulane University. She has coauthored publications and copresented nationally and internationally on topics including AAC, tele-AAC, and the management of cognitive-communication deficit and dysphagia among adolescents and adults with acquired neurological disorders.
Dr. Michelle L. Gutmann is a clinical professor at Purdue University Department of Speech, Language, and Hearing Sciences, where she teaches a variety of graduate courses including AAC, counseling in communication disorders, and motor speech disorders. After completing her doctoral studies and prior to coming to Purdue, she served as a clinical assistant professor and the speech-language pathologist for the ALS Clinic at Vanderbilt University Medical Center. Prior to returning to doctoral studies, she worked clinically for approximately a decade with both children and adults who needed AAC. She is part of the team that edited Tele-AAC: Augmentative and Alternative Communication Through Telepractice and is passionate about working with adults with acquired and/or neurodegenerative communication disorders who need AAC. Dr. Gutmann has served as the professional development manager for ASHA's SIG 12 (AAC) since 2017. She is also active in both research and clinical endeavors related to the application and implementation of AAC for adults with acquired neurological disorders. Her interests include telepractice, interprofessional education, clinical education in speech-language pathology, implementation science, and health literacy. She has published and presented nationally and internationally.
Dr. Ellen R. Cohn is an adjunct faculty member in the Department of Communication and Rhetoric in the Dietrich School of Arts and Sciences and the College of General Studies at the University of Pittsburgh and is an adjunct professor at the University of Maryland Global Campus, where she teaches distance education health communication and a variety of other applied communication courses. She has held secondary appointments in Pitt's School of Dental Medicine and in the Clinical and Translational Science Institute and as a Faculty Fellow, University Honors College, and an affiliated faculty member of Pitt's University Center for International Studies. Dr. Cohn has coauthored books on the topics of videofluoroscopy/cleft palate; communication as culture; diversity across the curriculum in higher education; telerehabilitation; a casebook in communication science and disorders; tele-AAC; and two programs at the University of Pittsburgh's School of Law: Certificate Program in Disability Law, and the first MSL with a concentration in disability law. Dr. Cohn is a past investigator for the U.S. Department of Education National Institute on Disability and Rehabilitation Research, Rehabilitation Engineering Research Center on Telerehabilitation. She served as professor in the Department of Communication Science and Disorders School of Health and Rehabilitation Sciences, University of Pittsburgh, associate dean for Instructional Development (2007-2015), assistant dean for Instructional Development (2002-2007), and director of Instructional Development (1999-2002), School of Health and Rehabilitation Sciences, University of Pittsburgh. Dr. Cohn was designated a Diversity Champion, American Speech-Language-Hearing Association (2009), and was a Provost's Office, Diversity Seminar Fellow (2005). Her interests span the areas of telerehabilitation/telehealth/telemedicine; interprofessional education; cleft palate, dentofacial, and craniofacial disorders; clinical training in speech-language pathology; and health-care communication. She is the founding editor (2008-present) of the International Journal of Telerehabilitation (a PubMed indexed electronic journal). In 2013, Dr. Cohn was named a fellow of the American Speech-Language-Hearing Association. In 2006 she received the honors of the Southwestern Pennsylvania Speech-Language and Hearing Association. In 2020, she and coauthor Dr. Jana Cason received the American Speech-Language-Hearing Association's Editor's Award for Ethical Considerations for Client-Centered Telepractice, Perspectives of the Special Interest Groups.
Dr. Jenifer Juengling-Sudkamp is a speech-language pathologist who provides augmentative and alternative communication consultations, assessments, and interventions across multiple medical settings to adults with complex communication needs that are often a result of acquired neurodegenerative disorders and/or traumatic brain injury. She has a passion to improve people's access to AAC consultative, evaluation, and/or interventions and joined a team of talented editors and authors to contribute to the resourceful clinical book, Tele-AAC: Augmentative and Alternative Communication Through Telepractice. Dr. Juengling-Sudkamp is a clinical instructor in the Department of Orthopaedics at Tulane University School of Medicine, where she teaches combined undergraduate and graduate courses in applied neuroscience that are specific to the clinical management of athletes with sport-related brain injuries. She also served as the program manager and a consultant for the Sport Concussion Clinic, the NFL Players Association's Trust Brain and Body, and the Milestone Wellness Assessment programs at Tulane University. She has coauthored publications and copresented nationally and internationally on topics including AAC, tele-AAC, and the management of cognitive-communication deficit and dysphagia among adolescents and adults with acquired neurological disorders.
Dr. Michelle L. Gutmann is a clinical professor at Purdue University Department of Speech, Language, and Hearing Sciences, where she teaches a variety of graduate courses including AAC, counseling in communication disorders, and motor speech disorders. After completing her doctoral studies and prior to coming to Purdue, she served as a clinical assistant professor and the speech-language pathologist for the ALS Clinic at Vanderbilt University Medical Center. Prior to returning to doctoral studies, she worked clinically for approximately a decade with both children and adults who needed AAC. She is part of the team that edited Tele-AAC: Augmentative and Alternative Communication Through Telepractice and is passionate about working with adults with acquired and/or neurodegenerative communication disorders who need AAC. Dr. Gutmann has served as the professional development manager for ASHA's SIG 12 (AAC) since 2017. She is also active in both research and clinical endeavors related to the application and implementation of AAC for adults with acquired neurological disorders. Her interests include telepractice, interprofessional education, clinical education in speech-language pathology, implementation science, and health literacy. She has published and presented nationally and internationally.
Dr. Ellen R. Cohn is an adjunct faculty member in the Department of Communication and Rhetoric in the Dietrich School of Arts and Sciences and the College of General Studies at the University of Pittsburgh and is an adjunct professor at the University of Maryland Global Campus, where she teaches distance education health communication and a variety of other applied communication courses. She has held secondary appointments in Pitt's School of Dental Medicine and in the Clinical and Translational Science Institute and as a Faculty Fellow, University Honors College, and an affiliated faculty member of Pitt's University Center for International Studies. Dr. Cohn has coauthored books on the topics of videofluoroscopy/cleft palate; communication as culture; diversity across the curriculum in higher education; telerehabilitation; a casebook in communication science and disorders; tele-AAC; and two programs at the University of Pittsburgh's School of Law: Certificate Program in Disability Law, and the first MSL with a concentration in disability law. Dr. Cohn is a past investigator for the U.S. Department of Education National Institute on Disability and Rehabilitation Research, Rehabilitation Engineering Research Center on Telerehabilitation. She served as professor in the Department of Communication Science and Disorders School of Health and Rehabilitation Sciences, University of Pittsburgh, associate dean for Instructional Development (2007-2015), assistant dean for Instructional Development (2002-2007), and director of Instructional Development (1999-2002), School of Health and Rehabilitation Sciences, University of Pittsburgh. Dr. Cohn was designated a Diversity Champion, American Speech-Language-Hearing Association (2009), and was a Provost's Office, Diversity Seminar Fellow (2005). Her interests span the areas of telerehabilitation/telehealth/telemedicine; interprofessional education; cleft palate, dentofacial, and craniofacial disorders; clinical training in speech-language pathology; and health-care communication. She is the founding editor (2008-present) of the International Journal of Telerehabilitation (a PubMed indexed electronic journal). In 2013, Dr. Cohn was named a fellow of the American Speech-Language-Hearing Association. In 2006 she received the honors of the Southwestern Pennsylvania Speech-Language and Hearing Association. In 2020, she and coauthor Dr. Jana Cason received the American Speech-Language-Hearing Association's Editor's Award for Ethical Considerations for Client-Centered Telepractice, Perspectives of the Special Interest Groups.
Content
Table of Contents
Preface
Acknowledgments
About the Editors
Contributors
Reviewers
Section I. AAC System Fundamentals
Chapter 1. A Co-Constructed Description of AAC
Nerissa Hall, Hillary K. Jellison, Maria Burke, William Burke, Craig Burke, and Julia Serra
Introduction
Fundamentals
A Change in Focus
A Co-Constructed Understanding of AAC
In Conclusion
Case Study: WB
Clinical Profile and Communication Needs
The AAC System
Next Steps
References
Chapter 2. No-Tech AAC
Amal M. Maghazil
Fundamentals
Unaided AAC
Aided AAC
In Conclusion
Case Study: PG
Clinical Profile and Communication Needs
Next Steps
References
Chapter 3. Mid- and High-Tech AAC
Elena M. Fader
Fundamentals
Mid-Tech AAC
High-Tech AAC
Communicative Purpose
In Conclusion
Case Study: RA
Clinical Profile and Communication Needs
Next Steps
References
Chapter 4. Mobile AAC
Oliver Wendt
Fundamentals
Introduction: What Are Mobile Technologies?
The Mobile Technology Revolution in AAC
Principles in Mobile Technology Application Design
Research Evidence and Funding Issues Related to Mobile Technology
Case Study: LM
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Chapter 5. Physical Access Features of AAC
Kathryn D'Agostino Russo
Fundamentals
What Is Alternate Access and Who Is It for?
Types of Alternate Access
Assessment for Alternate Access
Multimodal and Low-Tech Access for Communication
Considering Multiple Methods of Access
Access and Mobile Tablets
Learning Language and Access Skills
In Conclusion
Case Study: JB
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Section II. AAC Language Fundamentals
Chapter 6. Cultural and Linguistic Responsivity in AAC
Gloria Soto and Marika King
Fundamentals
Consequences of Subtractive Bilingual Environments for AAC Users
Building Additive Bilingual Environments for AAC Users
Culturally and Linguistically Responsive Assessment
Culturally and Linguistically Responsive Intervention
Case Study: JR
Clinical Profile and Communication Needs
Next Steps
References
Chapter 7. Language and Vocabulary Features of AAC
Brittney Cooper, MariaTeresa "Teri" H. Munoz, and Gloria Soto
Fundamentals
General Considerations
Vocabulary Selection Frameworks
Types of Vocabulary
Vocabulary Selection Tools
In Conclusion
Case Study: AN
Clinical Profile and Communication Needs
Next Steps
References
Chapter 8. Literacy Instruction and Intervention for Complex Communicators Who Use AAC
Amanda Soper
Fundamentals
Robust AAC: A Critical Accommodation for Literacy Intervention
Barriers to Literacy Instruction for Students with CCNs
Science of Reading
Literacy Intervention for Language Comprehension
Literacy Intervention for Word Recognition
Accommodations
In Conclusion
Case Study: VW
Clinical Profile and Communication Needs
Literacy Instruction Considerations
Next Steps
References
Section III. AAC Assessment, Intervention, and Implementation for Toddlers, Preschoolers, and School-Aged Individuals
Chapter 9. Assessing Toddlers and Preschoolers
Meher Banajee
Fundamentals
General Principles of Assessment of Toddlers and Preschoolers
Preparation for the Assessment
Assessment
Case Study: RC
Clinical Profile and Communication Needs
Rationale for Clinical Decision-Making
Next Steps
References
Chapter 10. Intervention and Implementation for Toddlers and Preschoolers Using AAC
Barbara Weber
Fundamentals
Case Study: IB
Clinical Profile and Communication Needs
The AAC System
Rationale for Clinical Decision-Making
Next Steps
References
Chapter 11. Assessing School-Aged Individuals
Sarah Gregory
Fundamentals
Case Study: RJ
Clinical Profile and Communication Needs
The AAC System or Service Considerations
AAC Considerations
Next Steps
References
Chapter 12. Intervention and Implementation for School-Aged Individuals Using AAC
Amanda Soper
Fundamentals
Intervention Across the Five Domains of Language
Intervention Across AAC Competencies
Innovation/Modifications to Existing Language Therapy Tools
Descriptive Teaching Method
Support and Teaching Strategies
Case Study: JV
Clinical Profile and Communication Needs
Ongoing Assessment
Intervention Strategies and Implementation Supports
Next Steps
References
Chapter 13. Data Collection and Goal Writing in AAC
Kate Grandbois and Amy Wonkka
Fundamentals
Goal Writing
Case Study: SB
Clinical Profile and Communication Needs
The Data Collection System
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 14. AAC for the Child in End-of-Life Care
Rachel Santiago
Fundamentals
The Care Team at End-of-Life
Communication Planning
Common Needs and Symptoms Children May Experience at End-of-Life
AAC Considerations at End-of-Life
In Conclusion
Case Study: GM
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Section IV. AAC Assessment, Intervention, and Implementation for Adults
Chapter 15. Services for Young Adults Using AAC Transitioning to Adulthood
Diane Nelson Bryen
Fundamentals
Prologue
New and Emerging Communication Technologies
AAC and the Importance of Transition
Case Study: CK
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 16. Assessing Adults
Jeffrey K. Riley, Lois Turner, and Stacey Harpell
Fundamentals
Communication Assessment and Action Plan
Final Report
Case Study: GB
Clinical Profile and Communication Needs
The Assessment
Next Steps
References
Chapter 17. Intervention and Implementation for Adults With Neurodegenerative Disorders Using AAC
Catherine Kanter, Emily Kornman, and Annette M. Stone
Fundamentals
Education and Counseling
Preservation
Augmentation
Adaptation
In Conclusion
Case Study: SH
Clinical Profile and Communication Needs
AAC System or Service Considerations
Next Steps
References
Chapter 18. AAC for the Individual in the Intensive Care Unit
Richard R. Hurtig and Tami Altschuler
Fundamentals
Introduction: Communication Risks and Barriers Including Health Disparities, Diversity and Inclusion
Special Considerations for the Intensive Care Unit
Patient Care Standards
Communication Partner Training and Interprofessional Practice
Life-Sustaining Decision-Making and End-of-Life Communication
Best Practices Models
In Conclusion
Case Study: EG
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 19. AAC for Adults in End-of-Life Care
Amanda Stead
Fundamentals
Communication Difficulties at End-of-Life
How AAC Can Support Communication, Socialization, and Decision-Making
Case Study: KM
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Section V. AAC for Persons With Developmental Disabilities
Chapter 20. AAC for Persons With Developmental Disabilities
Jeeva John
The Fundamentals
Challenging Behaviors and the Role of Speech-Language Pathologists
AAC Evolves Across Their Life Span
Establish "Buy-in" and Prepare for the Communication Journey
Assessment and Tool Selection
Investigative Intervention
Designing a Meaningful Communication System
Consultation Services
Case Study: KC
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 21. AAC for Persons With Autism Spectrum Disorder
Tanushree Saxena-Chandhok, Deborah Xinyi Yong, and Sarah Miriam Yong Oi Tsun
Fundamentals
SETT Framework
Communicative Competence
AAC Intervention Strategies
The Role of the Caregiver in AAC Intervention
Case Study: EL
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 22. AAC for Persons With Cerebral Palsy
Katya Hill
Fundamentals
AAC Strategies and Technology
AAC Assessment
Intervention
Case Study: PL
Clinical Profile and Communication Needs
AAC System and Service Considerations
Next Steps
References
Chapter 23. AAC for Persons With Specific Sensory Impairments
Lesley Quinn and Hillary K. Jellison
Fundamentals
Dual Sensory Impairment
Cortical Visual Impairment
AAC and Sensory Impairments
Case Study: HS
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 24. AAC for Individuals With Sensory Integration Challenges
Sarah Gregory and Elisa Wern
Fundamentals
Competencies Versus Sensory Integration Areas
Considerations for the Trial Process
Instructional Strategies
Case Study: ES
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Chapter 25. AAC for Persons With Complex Trauma
Lesley Quinn
Fundamentals
Case Study: PW
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Section VI. AAC for Persons With Acquired Disabilities
Chapter 26. AAC for Persons With Traumatic Brain Injury
Lindsay R. James Riegler and Laura P. Klug
Fundamentals
Review of Cognitive-Communication Deficits in Traumatic Brain Injury
AAC Versus Assistive Technology Versus Information and Communication Technologies
Augmentative and Alternative Communication
Assistive Technology
Information and Communication Technologies
Special Considerations
Case Study: TH
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 27. AAC for Persons With Motor Speech Disorders
Mary Andrianopoulos
Fundamentals
Dysarthria
Case Study: RL
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 28. AAC for Persons With Amyotrophic Lateral Sclerosis
Telina Caudill
Fundamentals
Communication Symptoms
Dysarthria
Voice Disorder
Cognitive-Communication
Dysphagia
Communication Needs
Intervention Phases
Phase 1: Monitor, Prepare, and Support
Phase 2: Assess, Recommend, and Implement
Phase 3: Adapt and Accommodate
Case Study: RP
Clinical Profile and Communication Needs
AAC System or Service Considerations
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 29. AAC for Persons With Aphasia
Kimberly A. Eichhorn
Fundamentals
Case Study: WP
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 30. AAC for Persons With Dementia
Vanessa L. Burshnic-Neal
Fundamentals
Setting the Stage for AAC Use in Dementia
Strengths and Deficits in Dementia
Memory
Communication
Strengths and Deficits in Dementia: Clinical Implications
Guidelines for Developing AAC for People With Dementia
Examples of AAC for People With Dementia
Supported Preference Assessment
Memory Books
Orientation Aids
Reminder Cards
Activities of Daily Living Support
Supporting Care Partners
In Conclusion
Case Study: AM
Clinical Profile and Communication Needs
AAC Considerations
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 31. AAC for Persons Who Are Medically Complex
Abygail E. Marx and Sarah Marshall
Fundamentals
Introduction
Participation Framework
Case Study: LG
Clinical Profile and Communication Needs
AAC System or Service Considerations
Next Steps
References
Section VII. AAC Services for Stakeholders
Chapter 32. AAC Consultation
Erin S. Sheldon
Introduction
Terminology
The Fundamentals of AAC Consultation
Limits of the Traditional AAC Consultation Process
Collaborative Consultation
The Collaborative Consultation Process
Speech-Language Pathologists as Learners
Speech-Language Pathologists as Teachers
Developing Consensus on the Problem
Sharing Decision-Making
Building Capacity for AAC Implementation
Case Study: JE
Clinical Profile and Communication Needs
Next Steps
References
Chapter 33. Communication Partner Training for Families
Tabitha Jones-Wohleber
Fundamentals
Person-Centered Planning
Family-Centered Support
Family Characteristics
AAC in Everyday Life
Spiraling Learning Experiences for AAC Communication Partners: Four Key Elements
Case Study: PH
Clinical Profile and Communication Needs
AAC Service Considerations
Next Steps
References
Chapter 34. Communication Partner Training for Clinicians
Tabitha Jones-Wohleber
Fundamentals
Communication Partner Training
Responsive and Engaging Communication Partners
Supporting Adult Learners to Teach AAC
Models of Support
Designing Effective Learning Opportunities for Communication Partners
Barriers to AAC Implementation
Opportunity Barriers Include Attitude, Knowledge, Skill, Practice, and Policy Barriers
Case Study: JT
Clinical Profile and Communication Needs
AAC Considerations for Training
Next Steps
References
Chapter 35. Communication Partner Training for Staff
Jill E. Senner and Matthew R. Baud
Fundamentals
Case Study: BT
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 36. Tele-AAC
Michelle Boisvert
Fundamentals
Methods of Tele-AAC Service Delivery and Setup Considerations
Assessment, Intervention, and Consultation Services Delivered via Tele-AAC
Case Study: JS
Clinical Profile and Communication Needs
Tele-AAC Setup for Optimal Visual Access
Next Steps
References
Section VIII. Perspectives of Stakeholders: A Collection of Essays
Essay 1. Ethical Considerations and AAC: A Framework for Ethical Communication and Practice
Paula Leslie
References
Essay 2. Ethical Considerations and AAC: A Framework for Neuro-Affirming Practice
Nerissa Hall and Ellen R. Cohn
Neuro-Affirming Practice
AAC Solutions for Neurodivergent Persons
In Conclusion
References
Essay 3. Ethical Considerations and AAC: A Consumer's Perspective
Chris Klein and Katya Hill
Essay 4. Ethical Considerations and AAC: A Parent's Perspective
Danielle A. Wagoner
Language
Include
Support
Team
Encourage
Normalize
Always L.I.S.T.E.N.
Reference
Essay 5. Ethical Considerations and AAC: Critical Health Situations, Informed Consent, and the Importance of Appropriate AAC
Paula Leslie
References
Essay 6. Cultural Considerations and AAC: Introduction to Models of Culture
Ellen R. Cohn and John W. Gareis
Edward T. Hall's Cultural Iceberg Model
Purnell's Model for Cultural Competence
Hofstede's Cultural Dimensions Model
Conclusion
References
Essay 7. Cultural Considerations and AAC: Introduction to African American Culture-Cultural Values and Communicating Respect
Paula K. Davis
References
Essay 8. Cultural Considerations and AAC: Introduction to Hispanic Culture-Cultural Values and Communicating Respect
Glen M. Tellis
Cultural Values and Communicating Respect
Respect for Authority
Cultural Values and Other Aspects
References
Essay 9. Cultural Considerations and AAC: LGBTQIA+ Affirmative Practice: Empowering Our Queer Clients and Families
Gazit Chaya Nkosi
Vocabulary and Definitions
References
Essay 10. Cultural Considerations and AAC: Culture and Social and Economic Determinants of Health and the Use of AAC
Ellen R. Cohn and Mario C. Browne
What Are Social Determinants of Health?
Scenario 1: A Family Suffering From Societal and Economic Stressors
Scenario 2: A Family With Superior Resources
Digital Resources and Social Determinants of Health
References
Essay 11. Cultural Considerations and AAC: Self-Evaluation of Cultural Competence
Dorian Lee-Wilkerson and Shelly Chabon
References
Essay 12. Cultural Considerations and AAC: Religious Considerations
John W. Gareis
Diet
Prescription Medication
Medical Procedures
Conclusion
References
Essay 13. Cultural Considerations and AAC: Essential Faith-Based Vocabulary for Protestant Christian Users of AAC
John W. Gareis
Essay 14. Cultural Considerations and AAC: Essential Vocabulary for Jewish Users of AAC
Karen J. Golding-Kushner
Guidance on Use of This Vocabulary
Reference
Essay 15. Cultural Considerations and AAC: Essential Vocabulary for Muslim Users of AAC
Amal M. Maghazil
Guidance on Use of This Vocabulary
References
Essay 16. Cultural Considerations and AAC: Avoiding "Cheugy" Vocabulary Selection
Ellen R. Cohn
Generational Labels
ASHA Practitioner Age Demographics
Implication for Vocabulary Selection for AAC Systems
References
Essay 17. Clinical Considerations and AAC: Building My AAC Village
Tannalynn Neufeld
Essay 18. Clinical Considerations and AAC: The Other A for "Augmentative"
Rebecca M. Lavelle
Essay 19. Clinical Considerations and AAC: AAC, Language, and Literacy-It's About Connection
Lesley Quinn
References
Essay 20. Clinical Considerations and AAC: Visual Supports and AAC
Amy Wonkka and Kate Grandbois
Essay 21. Clinical Considerations and AAC: AAC Report Writing and Leveraging Automation as a Tool for Clinicians
Michelle Boisvert and Nerissa Hall
Introduction
The Complexity of AAC Evaluations
Data Interpretation and Report Writing
Automation Is the Tool for AAC Report Writing
In Conclusion
Essay 22. Clinical Considerations and AAC: Ethical Vendor Relationships
Katya Hill
References
Essay 23. Clinical Considerations and AAC: Building the Evidence Base for Evidence-Based Practice
Tim DeLuca
Introduction
Building the Evidence Base
Implementation Science
Research-Practice Partnerships
Diffusion and Dissemination
Diffusion and Dissemination in Research
Diffusion and Dissemination in Clinical Practice
Conclusion
References
Implementation Science Resources
Essay 24. Clinical Considerations and AAC: The Future of AAC
Mai Ling Chan
References
Preface
Acknowledgments
About the Editors
Contributors
Reviewers
Section I. AAC System Fundamentals
Chapter 1. A Co-Constructed Description of AAC
Nerissa Hall, Hillary K. Jellison, Maria Burke, William Burke, Craig Burke, and Julia Serra
Introduction
Fundamentals
A Change in Focus
A Co-Constructed Understanding of AAC
In Conclusion
Case Study: WB
Clinical Profile and Communication Needs
The AAC System
Next Steps
References
Chapter 2. No-Tech AAC
Amal M. Maghazil
Fundamentals
Unaided AAC
Aided AAC
In Conclusion
Case Study: PG
Clinical Profile and Communication Needs
Next Steps
References
Chapter 3. Mid- and High-Tech AAC
Elena M. Fader
Fundamentals
Mid-Tech AAC
High-Tech AAC
Communicative Purpose
In Conclusion
Case Study: RA
Clinical Profile and Communication Needs
Next Steps
References
Chapter 4. Mobile AAC
Oliver Wendt
Fundamentals
Introduction: What Are Mobile Technologies?
The Mobile Technology Revolution in AAC
Principles in Mobile Technology Application Design
Research Evidence and Funding Issues Related to Mobile Technology
Case Study: LM
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Chapter 5. Physical Access Features of AAC
Kathryn D'Agostino Russo
Fundamentals
What Is Alternate Access and Who Is It for?
Types of Alternate Access
Assessment for Alternate Access
Multimodal and Low-Tech Access for Communication
Considering Multiple Methods of Access
Access and Mobile Tablets
Learning Language and Access Skills
In Conclusion
Case Study: JB
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Section II. AAC Language Fundamentals
Chapter 6. Cultural and Linguistic Responsivity in AAC
Gloria Soto and Marika King
Fundamentals
Consequences of Subtractive Bilingual Environments for AAC Users
Building Additive Bilingual Environments for AAC Users
Culturally and Linguistically Responsive Assessment
Culturally and Linguistically Responsive Intervention
Case Study: JR
Clinical Profile and Communication Needs
Next Steps
References
Chapter 7. Language and Vocabulary Features of AAC
Brittney Cooper, MariaTeresa "Teri" H. Munoz, and Gloria Soto
Fundamentals
General Considerations
Vocabulary Selection Frameworks
Types of Vocabulary
Vocabulary Selection Tools
In Conclusion
Case Study: AN
Clinical Profile and Communication Needs
Next Steps
References
Chapter 8. Literacy Instruction and Intervention for Complex Communicators Who Use AAC
Amanda Soper
Fundamentals
Robust AAC: A Critical Accommodation for Literacy Intervention
Barriers to Literacy Instruction for Students with CCNs
Science of Reading
Literacy Intervention for Language Comprehension
Literacy Intervention for Word Recognition
Accommodations
In Conclusion
Case Study: VW
Clinical Profile and Communication Needs
Literacy Instruction Considerations
Next Steps
References
Section III. AAC Assessment, Intervention, and Implementation for Toddlers, Preschoolers, and School-Aged Individuals
Chapter 9. Assessing Toddlers and Preschoolers
Meher Banajee
Fundamentals
General Principles of Assessment of Toddlers and Preschoolers
Preparation for the Assessment
Assessment
Case Study: RC
Clinical Profile and Communication Needs
Rationale for Clinical Decision-Making
Next Steps
References
Chapter 10. Intervention and Implementation for Toddlers and Preschoolers Using AAC
Barbara Weber
Fundamentals
Case Study: IB
Clinical Profile and Communication Needs
The AAC System
Rationale for Clinical Decision-Making
Next Steps
References
Chapter 11. Assessing School-Aged Individuals
Sarah Gregory
Fundamentals
Case Study: RJ
Clinical Profile and Communication Needs
The AAC System or Service Considerations
AAC Considerations
Next Steps
References
Chapter 12. Intervention and Implementation for School-Aged Individuals Using AAC
Amanda Soper
Fundamentals
Intervention Across the Five Domains of Language
Intervention Across AAC Competencies
Innovation/Modifications to Existing Language Therapy Tools
Descriptive Teaching Method
Support and Teaching Strategies
Case Study: JV
Clinical Profile and Communication Needs
Ongoing Assessment
Intervention Strategies and Implementation Supports
Next Steps
References
Chapter 13. Data Collection and Goal Writing in AAC
Kate Grandbois and Amy Wonkka
Fundamentals
Goal Writing
Case Study: SB
Clinical Profile and Communication Needs
The Data Collection System
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 14. AAC for the Child in End-of-Life Care
Rachel Santiago
Fundamentals
The Care Team at End-of-Life
Communication Planning
Common Needs and Symptoms Children May Experience at End-of-Life
AAC Considerations at End-of-Life
In Conclusion
Case Study: GM
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Section IV. AAC Assessment, Intervention, and Implementation for Adults
Chapter 15. Services for Young Adults Using AAC Transitioning to Adulthood
Diane Nelson Bryen
Fundamentals
Prologue
New and Emerging Communication Technologies
AAC and the Importance of Transition
Case Study: CK
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 16. Assessing Adults
Jeffrey K. Riley, Lois Turner, and Stacey Harpell
Fundamentals
Communication Assessment and Action Plan
Final Report
Case Study: GB
Clinical Profile and Communication Needs
The Assessment
Next Steps
References
Chapter 17. Intervention and Implementation for Adults With Neurodegenerative Disorders Using AAC
Catherine Kanter, Emily Kornman, and Annette M. Stone
Fundamentals
Education and Counseling
Preservation
Augmentation
Adaptation
In Conclusion
Case Study: SH
Clinical Profile and Communication Needs
AAC System or Service Considerations
Next Steps
References
Chapter 18. AAC for the Individual in the Intensive Care Unit
Richard R. Hurtig and Tami Altschuler
Fundamentals
Introduction: Communication Risks and Barriers Including Health Disparities, Diversity and Inclusion
Special Considerations for the Intensive Care Unit
Patient Care Standards
Communication Partner Training and Interprofessional Practice
Life-Sustaining Decision-Making and End-of-Life Communication
Best Practices Models
In Conclusion
Case Study: EG
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 19. AAC for Adults in End-of-Life Care
Amanda Stead
Fundamentals
Communication Difficulties at End-of-Life
How AAC Can Support Communication, Socialization, and Decision-Making
Case Study: KM
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Section V. AAC for Persons With Developmental Disabilities
Chapter 20. AAC for Persons With Developmental Disabilities
Jeeva John
The Fundamentals
Challenging Behaviors and the Role of Speech-Language Pathologists
AAC Evolves Across Their Life Span
Establish "Buy-in" and Prepare for the Communication Journey
Assessment and Tool Selection
Investigative Intervention
Designing a Meaningful Communication System
Consultation Services
Case Study: KC
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 21. AAC for Persons With Autism Spectrum Disorder
Tanushree Saxena-Chandhok, Deborah Xinyi Yong, and Sarah Miriam Yong Oi Tsun
Fundamentals
SETT Framework
Communicative Competence
AAC Intervention Strategies
The Role of the Caregiver in AAC Intervention
Case Study: EL
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 22. AAC for Persons With Cerebral Palsy
Katya Hill
Fundamentals
AAC Strategies and Technology
AAC Assessment
Intervention
Case Study: PL
Clinical Profile and Communication Needs
AAC System and Service Considerations
Next Steps
References
Chapter 23. AAC for Persons With Specific Sensory Impairments
Lesley Quinn and Hillary K. Jellison
Fundamentals
Dual Sensory Impairment
Cortical Visual Impairment
AAC and Sensory Impairments
Case Study: HS
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 24. AAC for Individuals With Sensory Integration Challenges
Sarah Gregory and Elisa Wern
Fundamentals
Competencies Versus Sensory Integration Areas
Considerations for the Trial Process
Instructional Strategies
Case Study: ES
Clinical Profile and Communication Needs
AAC Considerations
The AAC System or Service
Next Steps
References
Chapter 25. AAC for Persons With Complex Trauma
Lesley Quinn
Fundamentals
Case Study: PW
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Section VI. AAC for Persons With Acquired Disabilities
Chapter 26. AAC for Persons With Traumatic Brain Injury
Lindsay R. James Riegler and Laura P. Klug
Fundamentals
Review of Cognitive-Communication Deficits in Traumatic Brain Injury
AAC Versus Assistive Technology Versus Information and Communication Technologies
Augmentative and Alternative Communication
Assistive Technology
Information and Communication Technologies
Special Considerations
Case Study: TH
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 27. AAC for Persons With Motor Speech Disorders
Mary Andrianopoulos
Fundamentals
Dysarthria
Case Study: RL
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 28. AAC for Persons With Amyotrophic Lateral Sclerosis
Telina Caudill
Fundamentals
Communication Symptoms
Dysarthria
Voice Disorder
Cognitive-Communication
Dysphagia
Communication Needs
Intervention Phases
Phase 1: Monitor, Prepare, and Support
Phase 2: Assess, Recommend, and Implement
Phase 3: Adapt and Accommodate
Case Study: RP
Clinical Profile and Communication Needs
AAC System or Service Considerations
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 29. AAC for Persons With Aphasia
Kimberly A. Eichhorn
Fundamentals
Case Study: WP
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 30. AAC for Persons With Dementia
Vanessa L. Burshnic-Neal
Fundamentals
Setting the Stage for AAC Use in Dementia
Strengths and Deficits in Dementia
Memory
Communication
Strengths and Deficits in Dementia: Clinical Implications
Guidelines for Developing AAC for People With Dementia
Examples of AAC for People With Dementia
Supported Preference Assessment
Memory Books
Orientation Aids
Reminder Cards
Activities of Daily Living Support
Supporting Care Partners
In Conclusion
Case Study: AM
Clinical Profile and Communication Needs
AAC Considerations
The Rationale for Clinical Decision-Making
Next Steps
References
Chapter 31. AAC for Persons Who Are Medically Complex
Abygail E. Marx and Sarah Marshall
Fundamentals
Introduction
Participation Framework
Case Study: LG
Clinical Profile and Communication Needs
AAC System or Service Considerations
Next Steps
References
Section VII. AAC Services for Stakeholders
Chapter 32. AAC Consultation
Erin S. Sheldon
Introduction
Terminology
The Fundamentals of AAC Consultation
Limits of the Traditional AAC Consultation Process
Collaborative Consultation
The Collaborative Consultation Process
Speech-Language Pathologists as Learners
Speech-Language Pathologists as Teachers
Developing Consensus on the Problem
Sharing Decision-Making
Building Capacity for AAC Implementation
Case Study: JE
Clinical Profile and Communication Needs
Next Steps
References
Chapter 33. Communication Partner Training for Families
Tabitha Jones-Wohleber
Fundamentals
Person-Centered Planning
Family-Centered Support
Family Characteristics
AAC in Everyday Life
Spiraling Learning Experiences for AAC Communication Partners: Four Key Elements
Case Study: PH
Clinical Profile and Communication Needs
AAC Service Considerations
Next Steps
References
Chapter 34. Communication Partner Training for Clinicians
Tabitha Jones-Wohleber
Fundamentals
Communication Partner Training
Responsive and Engaging Communication Partners
Supporting Adult Learners to Teach AAC
Models of Support
Designing Effective Learning Opportunities for Communication Partners
Barriers to AAC Implementation
Opportunity Barriers Include Attitude, Knowledge, Skill, Practice, and Policy Barriers
Case Study: JT
Clinical Profile and Communication Needs
AAC Considerations for Training
Next Steps
References
Chapter 35. Communication Partner Training for Staff
Jill E. Senner and Matthew R. Baud
Fundamentals
Case Study: BT
Clinical Profile and Communication Needs
AAC Considerations
Next Steps
References
Chapter 36. Tele-AAC
Michelle Boisvert
Fundamentals
Methods of Tele-AAC Service Delivery and Setup Considerations
Assessment, Intervention, and Consultation Services Delivered via Tele-AAC
Case Study: JS
Clinical Profile and Communication Needs
Tele-AAC Setup for Optimal Visual Access
Next Steps
References
Section VIII. Perspectives of Stakeholders: A Collection of Essays
Essay 1. Ethical Considerations and AAC: A Framework for Ethical Communication and Practice
Paula Leslie
References
Essay 2. Ethical Considerations and AAC: A Framework for Neuro-Affirming Practice
Nerissa Hall and Ellen R. Cohn
Neuro-Affirming Practice
AAC Solutions for Neurodivergent Persons
In Conclusion
References
Essay 3. Ethical Considerations and AAC: A Consumer's Perspective
Chris Klein and Katya Hill
Essay 4. Ethical Considerations and AAC: A Parent's Perspective
Danielle A. Wagoner
Language
Include
Support
Team
Encourage
Normalize
Always L.I.S.T.E.N.
Reference
Essay 5. Ethical Considerations and AAC: Critical Health Situations, Informed Consent, and the Importance of Appropriate AAC
Paula Leslie
References
Essay 6. Cultural Considerations and AAC: Introduction to Models of Culture
Ellen R. Cohn and John W. Gareis
Edward T. Hall's Cultural Iceberg Model
Purnell's Model for Cultural Competence
Hofstede's Cultural Dimensions Model
Conclusion
References
Essay 7. Cultural Considerations and AAC: Introduction to African American Culture-Cultural Values and Communicating Respect
Paula K. Davis
References
Essay 8. Cultural Considerations and AAC: Introduction to Hispanic Culture-Cultural Values and Communicating Respect
Glen M. Tellis
Cultural Values and Communicating Respect
Respect for Authority
Cultural Values and Other Aspects
References
Essay 9. Cultural Considerations and AAC: LGBTQIA+ Affirmative Practice: Empowering Our Queer Clients and Families
Gazit Chaya Nkosi
Vocabulary and Definitions
References
Essay 10. Cultural Considerations and AAC: Culture and Social and Economic Determinants of Health and the Use of AAC
Ellen R. Cohn and Mario C. Browne
What Are Social Determinants of Health?
Scenario 1: A Family Suffering From Societal and Economic Stressors
Scenario 2: A Family With Superior Resources
Digital Resources and Social Determinants of Health
References
Essay 11. Cultural Considerations and AAC: Self-Evaluation of Cultural Competence
Dorian Lee-Wilkerson and Shelly Chabon
References
Essay 12. Cultural Considerations and AAC: Religious Considerations
John W. Gareis
Diet
Prescription Medication
Medical Procedures
Conclusion
References
Essay 13. Cultural Considerations and AAC: Essential Faith-Based Vocabulary for Protestant Christian Users of AAC
John W. Gareis
Essay 14. Cultural Considerations and AAC: Essential Vocabulary for Jewish Users of AAC
Karen J. Golding-Kushner
Guidance on Use of This Vocabulary
Reference
Essay 15. Cultural Considerations and AAC: Essential Vocabulary for Muslim Users of AAC
Amal M. Maghazil
Guidance on Use of This Vocabulary
References
Essay 16. Cultural Considerations and AAC: Avoiding "Cheugy" Vocabulary Selection
Ellen R. Cohn
Generational Labels
ASHA Practitioner Age Demographics
Implication for Vocabulary Selection for AAC Systems
References
Essay 17. Clinical Considerations and AAC: Building My AAC Village
Tannalynn Neufeld
Essay 18. Clinical Considerations and AAC: The Other A for "Augmentative"
Rebecca M. Lavelle
Essay 19. Clinical Considerations and AAC: AAC, Language, and Literacy-It's About Connection
Lesley Quinn
References
Essay 20. Clinical Considerations and AAC: Visual Supports and AAC
Amy Wonkka and Kate Grandbois
Essay 21. Clinical Considerations and AAC: AAC Report Writing and Leveraging Automation as a Tool for Clinicians
Michelle Boisvert and Nerissa Hall
Introduction
The Complexity of AAC Evaluations
Data Interpretation and Report Writing
Automation Is the Tool for AAC Report Writing
In Conclusion
Essay 22. Clinical Considerations and AAC: Ethical Vendor Relationships
Katya Hill
References
Essay 23. Clinical Considerations and AAC: Building the Evidence Base for Evidence-Based Practice
Tim DeLuca
Introduction
Building the Evidence Base
Implementation Science
Research-Practice Partnerships
Diffusion and Dissemination
Diffusion and Dissemination in Research
Diffusion and Dissemination in Clinical Practice
Conclusion
References
Implementation Science Resources
Essay 24. Clinical Considerations and AAC: The Future of AAC
Mai Ling Chan
References