SAC Position Paper on the Role of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication (AAC)
Speech-Language & Audiology Canada. (2015).
Ottawa (Canada): Speech-Language & Audiology Canada, 1-10.
This guideline from Speech-Language and Audiology Canada provides recommendations on augmentative and alternative communication (AAC) tools and strategies for supporting receptive and expressive communication in individuals with communication disorders.
Speech-Language & Audiology Canada
<div>Speech-language pathologists who work with adults who use AAC should:</div>
<ul>
<li>work with individuals and their communication partners to educate and support new communication methods;</li>
<li>implement AAC systems that are minimally disruptive to an individual's natural environment and routines;</li>
<li>involve the individuals in decision making to the greatest extent possible;</li>
<li>anticipate and plan for future changes in physical, cognitive, or other areas of functioning, particularly in those adults who have progressive diagnoses such as ALS, Parkinson's disease, and primary progressive aphasia; and</li>
<li>consider temporary AAC systems for adults who have short-term communication needs.</li>
</ul>
<div>When working with individuals who use or would benefit from AAC supports, a speech-language pathologist should:</div>
<ul>
<li>"adopt a client-centered approach that recognizes the client and, where appropriate, family/caregiver as critical members of the care team" (p. 3),</li>
<li>recognize there are no minimum prerequisite skills required for introducing AAC tools or strategies;</li>
<li>consider the individual's full range of communication needs, abilities, and functions;</li>
<li>address the individual's real world communication needs for both in-person and distance (e.g., telephone, email) communication exchanges;</li>
<li>include AAC systems that allow for meaningful participation across environments;</li>
<li>offer multimodal AAC systems as needed;</li>
<li>include low-tech AAC supports for comprehension and expression as backup;</li>
<li>select and trial equipment that fits the individual's needs; and</li>
<li>consider all four areas of communication competence: operational, linguistic, social, and strategic.</li>
</ul>
<div>Speech-language pathologists who work with children who use AAC should:</div>
<ul>
<li>introduce AAC early;</li>
<li>ensure the AAC system meets the individual child's communication needs while also facilitating further linguistic development;</li>
<li>model proficient use of an AAC system;</li>
<li>work with a child's family, teacher(s), and other professionals to ensure the AAC system meets other language, learning, and development goals;</li>
<li>incorporate communication and social language used by the child's peers to inform vocabulary and implementation planning;</li>
<li>consider core vocabulary to include developmental, environmental, and functional words; and</li>
<li>provide education and support on AAC use to the child's communication partners.</li>
</ul>
<div>Speech-language pathologists who work with individuals who use AAC and who have some literacy skills should support the individual's literacy by:</div>
<ul>
<li>providing systems that include access to spelling;</li>
<li>advocating and facilitating literacy development;</li>
<li>considering the use of compensatory supports during early literacy development; and</li>
<li>ensuring goals related to language and literacy development are available and implemented within the individual's AAC system.</li>
</ul>
<div>Speech-language pathologists who work with individuals who use AAC should have basic knowledge related to:</div>
<ul>
<li>AAC tools and strategies for comprehension;</li>
<li>AAC tools and strategies for supporting expressive communication;</li>
<li>unaided communication strategies to support comprehension and expression;</li>
<li>partner communication strategies; and</li>
<li>modeling strategies for improving comprehension and expression.</li>
</ul>
