Lisa A. Wood

Input framework for augmentative and alternative communication

Traditionally, the field of augmentative and alternative communication (AAC) has focused on enhancing the expressive communication of users. However, a number of authors have also described strategies to augment the input provided to AAC users during communication interaction or during instruction in AAC use. The AAC Input Framework (AACIF) described in this paper represents an attempt to clarify the processes of input that occur in AAC by exploring how existing techniques are relevant to AAC users and their partners. Four components—augmenting the message, mapping language and symbols, augmenting retention, and developing a pool of response options—are described. Connections to existing augmented input literature are presented, and clinical examples are provided.

Collaborative Practices Related to Augmentative and Alternative Communication Current Personnel Preparation Programs

Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development and implementation of augmentative and alternative communication (AAC) interventions requires the expertise and involvement of additional educational team members (e.g., general and special education teachers, physical therapists, parents). Effective collaboration by these team members is necessary to develop and implement appropriate AAC interventions for students with disabilities. However, it is unclear if university preservice training programs for SLPS are providing appropriate knowledge and skill training in the collaborative skills that are critical to the appropriate provision of services to students who require AAC. This article discusses specific collaborative skills required for AAC service delivery and examines available information about the state of the profession with regard to preprofessional preparation in collaboration skills for team members. Data from a pilot survey of the preservice professional training experiences in the area of collaboration for SLPs and special and general educators who teach students who use AAC are presented, as is information from university faculty who currently teach AAC courses. Suggestions are provided regarding further examination of issues related to preservice training for team members who provide AAC services to students in schools.

Word Prompt ProgramsCurrent Uses and Future Possibilities

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired wor...