AAC Strategies for Individuals with Moderate to Severe Disabilities / Edition 1

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With more children and young adults with severe disabilities in today's general education classrooms, SLPs and other professionals must be ready to support their students' communication skills with effective AAC. They'll get the proven strategies they need with this intervention guide from top AAC experts, ideal for use as an in-service professional development resource or a highly practical text students will keep and use long after class is over.

Essential for SLPs, OTs, PTs, educators, and other professionals in school settings, this book helps readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they'll get explicit, evidence-based instructional strategies they'll use to help children and young adults

  • initiate, maintain, and terminate an interaction
  • repair communication breakdowns
  • match graphic symbols to objects and events
  • request access to desired objects and activities
  • escape and avoid unwanted objects and activities
  • use alternative selection methods if they have severe motor impairments
  • strengthen language comprehension and adaptive functioning
  • enhance intelligibility and comprehensibility
  • generalize communication skills across settings

To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They'll also have a step-by-step primer on monitoring each learner's performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication—and quality of life—for learners with a range of significant disabilities.

With more than 35 forms on CD-

  • Checklist to Identify Potential Reinforcers
  • Intervention Planning Form
  • Performance Monitoring Forms
  • Free Access Preference Assessment
  • Task Analysis Development and Performance Monitoring Form
  • Checklist for Increasing Speed and Accuracy of Selection
  • and much more
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Editorial Reviews

Erna Alant

"Succeeds in integrating the how-to with research evidence in guiding its readers to more effective AAC intervention."
Professor, Dept. of Educational & Counselling Psychology and Special Education, University of British Columbia, Vancouve - Pat Mirenda
"Speech-language and special education professionals will find much to celebrate in this practical, data-based compendium of strategies and instructional techniques. The authors' lengthy experience in delivering AAC supports to individuals with severe disabilities is evident on every page!"
The Hintz Family Endowed Chair in Communication Sciences and Disorders Department of Communication Sciences and Disorder - Janice Light
"An excellent guide to help professionals overcome challenges and successfully support the communication of individuals with severe disabilities."
University of Nebraska, Lincoln - David Beukelman
"Scholarly, yet remarkably user-friendly . . . There is no better resource for guiding the design and delivery of AAC intervention for individuals with severe disabilities."
Victoria University of Wellington, New Zealand. - Jeff Sigafoos
"Scholarly, yet remarkably user-friendly . . . There is no better resource for guiding the design and delivery of AAC intervention for individuals with severe disabilities."
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Product Details

  • ISBN-13: 9781598572063
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2011
  • Edition number: 1
  • Pages: 408
  • Sales rank: 329,105
  • Product dimensions: 7.00 (w) x 9.90 (h) x 1.00 (d)

Meet the Author

Kathleen M. Feeley, Ph.D., Associate Professor, Department of Special Education and Literacy, C.W. Post Campus, Long Island University, Brookville, New York 11367

Dr. Feeley is the clinical coordinator for the Certifi cate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Susan S. Johnston, Ph.D., Professor, Department of Special Education, University of Utah, 1705 East Campus Center Drive, Room 221, Salt Lake City, Utah 84112

Dr. Johnston conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Emily A. Jones, Ph.D., Assistant Professor, Department of Psychology, Queens College, City University of New York, Flushing, New York 11367

Dr. Jones received her doctorate in clinical psychology from the State University of New York Stony Brook. She was Associate Professor in the Department of Psychology at C.W. Post Campus, Long Island University. Dr. Jones teaches courses in applied behavior analysis and developmental disabilities. She also provides training and technical assistance to families, school districts, and other service providers to support children with developmental disabilities in inclusive settings. Dr. Jones's research involves the development and demonstration of interventions to address early emerging core deficits in young children with developmental disabilities such as autism and Down syndrome. Her current interests are in the area of social and communication skills, including joint attention in children with autism and early requesting skills in children with Down syndrome.

Joe Reichle, Ph.D., Professor and American Speech-Language-Hearing Association (ASHA) Fellow, Department of Educational Psychology, Special Education Area, University of Minnesota, 250 Educational Sciences Building, 56 East River Road, Minneapolis, Minnesota 55455

Dr. Reichle holds a joint appointment in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative and alternative communication and communication intervention for individuals with significant developmental disabilities, with more than 55 articles in refereed journals. He has coedited 10 books focused on his areas of expertise and has served as an associate editor of the Journal of Speech-Language-Hearing Research.

During his tenure at the University of Minnesota, Dr. Reichle served on the executive committee of the dean of the graduate school, was associate chair of the Department of Speech- Language-Hearing, and was training director of the Center on Community Integration. He has also served as a principal investigator, coprincipal investigator, and investigator on numerous federally funded research and training grants.

Dr. Smith is a New York State Licensed Psychologist. He has worked with children and adults with

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Table of Contents

Contents of the Accompanying CD-ROM vii

About the Authors and Contributors xi

Preface xv

Acknowledgments xix

I Establishing the Framework for Intervention

1 Teaching Pragmatic Skills to Individuals with Severe Disabilities Joe Reichle Nancy C. Brady 8

2 Building Blocks of a Beginning Communication System: Communicative Modes Susan S. Johnston Joanna Cosbey 25

3 AAC Systems Features Susan S. Johnston Kathleen M. Feeley 51

4 Improving Communicative Competence Through Alternative Selection Methods Patricia Dowden Albert M. Cook 81

5 Instructional Strategies Kathleen M. Feeley Emily A. Jones 119

6 Intervention Intensity: Developing a Context for Instruction Emily A. Jones Kathleen M. Feeley 155

7 Monitoring Learner Performance Kathleen M. Feeley Emily A. Jones 183

II Establishing Functional Communication

8 Teaching Learners to Correspond Graphic Symbols to Objects and Events Joe Reichle Krista M. Wilkinson 207

9 Gaining Access to Desired Objects and Activities Susan S. Johnston Joan Schumann 229

10 Escaping and Avoiding Objects and Activities Emily A. Jones Christopher E. Smith 249

11 Obtaining and Maintaining Communicative Interactions Kathleen M. Feeley Emily A. Jones 279

12 Using AAC to Support Language Comprehension Emily A. Jones Meredith Bailey-Orr 311

13 The Use of Augmentative Strategies to Enhance Communication of Verbal Mode Users Kathleen M. Feeley Emily A. Jones 347

Conclusion Joe Reichle Susan S. Johnston 365

Index 371

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