Chapter 3 – Assistive Technology for Communication

Introduction1

Getting Started with AAC2

Using the Decision Making Guide6

Decision Making Guide7

SETT Process8

AT Continuum for Communication27

Continuum Expanded28

SETT Solution Selection41

Other Assistive Technology supports49

Answer Board51

References and Resources52

Introduction to Chapter 3 - Assistive Technology for Communication

Gary D. Cumley, Ph.D., CCC-SLP

University of Wisconsin-Stevens Point

Communication is who we are and who we will become!

Communication is a complex process that uses different forms and serves different purposes based on the context, the intent of the communication, and the communication partner. It is the method of exchanging information and ideas between communication partners or across a group of communication partners. Communication is the process of exchanging information about our wants/need, experiences, ideas, thoughts and feelings. The basic elements of a successful communication exchange requires that there be a

sender (communicator)

receiver (communication partner)

shared understanding of the communication mode being used

reason (intent) for the communication exchange to take place

Communication is a multi-modal process, which can include speech, vocalizations, gestures, facial expressions, as well as a variety of electronic (high-tech) and non-electronic (low-tech) assistive technology. Individuals with complex communication needs (CCN) have few of the conventional means of communication. The goal for students with CCN should not be to find an assistive technology (AT) solution to a student’s communication problem but rather to provide AT that enables the student to efficiently and effectively engage in a variety of communication interactions with various communication partners.

This chapter provides guidelines and best practices for assessing the communication strengths and needs of students with CCN in a systematic and functional way. The process matches student’s strengths and communication needs with the features of assistive technology for communication purposes. Along with this assessment and feature match approach, this chapter presents different intervention strategies, techniques and suggestions that will support and facilitate students’ communication. Caregivers, teachers, and speech language pathologists must be reminded of the motto of a handyman “to do a job right you need the right tool(s)”. The same notion can be made about communication; you need the right communication tool, be it a high-tech or low-tech tool (communication system) to successfully complete a communication job.