This is an online simulation and initial assessment report I completed for my Augmentative Alternative Communication (AAC) course. The simulation provided me with the opportunity to assess the communication needs of a child with autism spectrum disorder (ASD). I trialed various devices to select one that would support her unique communication needs and align with the child's and her family's preferences. I gained experience in AAC assessment, advocacy, clinical writing, and treatment planning. I selected a high-tech device that would support the child's speech and receptive-language goals with opportunities for vocabulary growth and personalization. I then created a treatment plan that utilized prompting, modeling, and parent-implemented intervention to support her expressive-receptive language and pragmatic goals. I learned about the delicate nature of device selection to support multimodal daily communication needs. It is important to have a thorough assessment process when selecting a device, as they are expensive and must last many years. I also learned about the importance of family involvement, device training, and generalization to support outcomes and avoid device abandonment. In reflection, I wanted to add to my learning of treatment approaches obtained from AFFIRM modules by including additional research on aided modeling interventions. Aided modeling interventions utilize multimodal communication and facilitator modeling in natural contexts to support vocabulary expansion. These interventions may support communication skills of children with ASD using AAC (Drager, 2009).

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Drager, K. D. R. (2009). Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC. Perspectives on Augmentative and Alternative Communication, 18(4), 114–120. https://doi.org/10.1044/aac18.4.114

This is a low-tech communication board I created with Sofia Capdevilia and Ashley Vanderpan for my AAC course. My reflection on this experience is also featured. We created a snack time core board for a child with ASD, expressive language impairments, and a mild intellectual impairment. This assignment enhanced my understanding of the time, considerations, and detail that go into creating a personalized and functional low-tech communication board. Many cultural and linguistic factors must be addressed when developing alternative communication modalities including languages, age, religion, gender, development, and family dynamic (Beukelman & Mirenda, 2006). Considerations are also made for color coding systems, organization, symbol systems, vocabulary, accessibility, and context. This board aims to promote language development with fringe and core vocabulary through multimodal communication modalities. The intervention plan utilizes the most-least restrictive prompting hierarchy and modeling to encourage vocabulary comprehension, symbol production, and overall usage of the device (Binger & Light, 2007; Harris & Reichle, 2004; Sennott, Light, & McNaughton, 2016).

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Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and alternative communication (Baltimore, Md. : 1985), 23(1), 30–43. https://doi.org/10.1080/07434610600807470

Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American journal of speech-language pathology, 13(2), 155–167. https://doi.org/10.1044/1058-0360(2004/016)

Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. https://doi.org/10.1177/1540796916638822

This is a collaborative assignment I did with Occupational Therapy (OT) students and Priscilla Gonzalez for my AAC course. After viewing the Gleason documentary, we worked together to develop a treatment plan for an individual with Amyotrophic Lateral Sclerosis (ALS) to support the occupation of toileting and bathing. From this experience, I learned about the discipline of OT and how our professions can effectively collaborate to support patients in activities of daily living (ADLs). This assignment emphasized the importance of having accessible and efficient communication modalities in every context. Another key takeaway was the reiteration of person-centered care and family/caregiver involvement. With a progressive neurodegenerative disorder like ALS, proactive intervention and ongoing services are pertinent for promoting independence and functional communication. This assignment was beneficial to my learning in collaborative practice, assistive technology, and alternative communication modalities.  

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