ABSTRACT

Speech and Language Therapists are assumed to have a knowledge of AAC (Augmentative and Alternative Communication). The reality is that, unless they have had a student clinical placement in this field, they will qualify with very little experience in this area.

This book is an approachable guide to AAC and covers the various types, including paper-based and voice-output communication aids. There is guidance on how to assess a person who might need AAC, and how to work collaboratively with those who support the person on a daily basis. The author discusses the importance of core vocabulary alongside a personalised vocabulary. There are pointers for referring to specialised services, signposting families to alternative sources of funding, and making a business case for buying AAC equipment.

Written by an expert in the field, this book provides tips and strategies for SLTs who are brand new to AAC, as well as experienced clinicians wanting to gain further confidence in working with this varied client group.

chapter 1|4 pages

What is AAC?

part |37 pages

Assessing for AAC

chapter 2|6 pages

How to Introduce the Idea of AAC

chapter 3|5 pages

Everyone on Board

chapter 4|3 pages

Get to Know the Person

chapter 5|7 pages

Assess, Don't Guess!

chapter 6|5 pages

The Foundations for AAC

chapter 7|5 pages

A Consistent ‘Yes’ or ‘No’

chapter 8|4 pages

Assessing for Access Method

part |22 pages

Supporting the AAC User

chapter 9|4 pages

Input before Output

chapter 10|4 pages

Multi-Modal Communication

chapter 11|8 pages

Modelling AAC to a Child

chapter 12|4 pages

Communication Partner Training

part |76 pages

AAC Solutions

chapter 13|4 pages

Makaton Signs

chapter 14|4 pages

Objects of Reference

chapter 15|4 pages

Introducing Symbols for Choice-Making

chapter 16|2 pages

Symbol Sets

chapter 17|6 pages

Communication Boards

chapter 18|6 pages

Communication Books

chapter 20|3 pages

Visual Supports

chapter 21|4 pages

Alphabet Charts

chapter 22|4 pages

Partner-Assisted Auditory Scanning

chapter 23|4 pages

Eye-Pointing and E-Tran Frames

chapter 24|4 pages

Single Message Vocas

chapter 25|4 pages

Multiple Message Vocas

chapter 26|6 pages

AAC Apps

chapter 27|5 pages

Computer and Tablet Vocas

chapter 28|4 pages

Eye-Gaze Technology

chapter 29|3 pages

Voice-Banking and Message-Banking

chapter 30|3 pages

Communication Passports

part |27 pages

Building Language Skills with AAC

chapter 31|4 pages

Core and Fringe Vocabulary

chapter 32|3 pages

Personalising the Vocabulary

chapter 33|3 pages

Building Vocabulary Skills

chapter 34|6 pages

Building Phrases and Sentences

chapter 35|3 pages

Communication Functions

chapter 36|6 pages

Conversation Club

part |23 pages

Literacy, Learning and AAC

chapter 37|5 pages

Symbols or Text?

chapter 38|3 pages

Assessing Literacy

chapter 39|9 pages

Teaching Literacy

chapter 40|4 pages

Access to the Curriculum

part |14 pages

Advocacy and AAC

chapter 41|3 pages

Talking Mats

chapter 42|4 pages

Mental Capacity and Making Decisions

chapter 43|5 pages

Safeguarding and AAC

part |12 pages

AAC and Access to the World

chapter 44|2 pages

Multi-Media and Environmental Control

chapter 45|5 pages

AAC Competencies

chapter 46|3 pages

Setting Objectives

part |15 pages

Funding for AAC

chapter 47|5 pages

Specialist AAC Assessment

chapter 48|1 pages

Other Funding Streams

chapter 49|4 pages

A Business Case for AAC Resources

chapter 50|3 pages

Continuing Professional Development