presented by John McCarthy
receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: John McCarthy has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
John McCarthy, PhD, CCC-SLP
John McCarthy is an Associate Professor and the Associate Director of Communication Sciences and Disorders at Ohio University. He teaches courses on AAC, interprofessional education, preprofessional orientation, language development, and introduction to communication disorders. His research interests include developing better computer user interfaces and expanding the creative possibilities for children and young adults with complex…Read full bio
1. What, Who, and How Much? The Purpose of Communication and Roles for AAC
Learning about what AAC is and who uses it is essential for building the knowledge and skills necessary for AAC assessment and intervention. Understanding the prevalence of AAC further emphasizes the need to be familiar with assessment and intervention strategies for AAC. Before implementing assessment or intervention for AAC, it is important to understand the purposes of communication and the roles for AAC. This chapter introduces the four purposes for communication and the roles for AAC in communication.
2. Categories of AAC
The field of Augmentative and Alternative Communication (AAC) can be divided into two broad categories. It is important to understand and recognize the difference between categories of AAC in order to have competence regarding types of AAC systems, accompanying device codes, and user access to AAC.
3. Fundamental Models, Communication Needs, and The Communicative Competence Model
The process of providing intervention with AAC is complex and multi-dimensional. Models have been developed by researchers in the field to help structure the assessment and intervention process. Three fundamental models of AAC exist. The Communicative Competence Model is based on 2nd language learning and also considers the technical skills required to operate AAC systems. Communicating via AAC has its own complications, particularly for children who are still acquiring language.
4. Language Development and the Pediatric AAC Population
In the pediatric population it is important to remember that children don’t have language that just needs to be “unlocked” with AAC. They are still learning language. They may spend more time in stages of language development that are covered within the first year for children without disabilities.