This document discusses assistive technology for communication, specifically for those with speech impairments. It defines speech and speech impairments, then discusses augmentative and alternative communication (AAC) systems that can supplement or replace speech. AAC choices are determined based on a student's skills and needs, and must be evaluated by professionals. AAC options fall along a technology continuum from no-tech to light-tech to high-tech solutions. Speech language pathologists play a key role in evaluating students, contributing to IEPs, and helping students access AAC systems.

1. Chapter 6: Assistive Technology for Communication (Speech) By: Renee-Lynn L. Sanchez

2. Presentation Objectives Definition of speech and speech impairment Examples of conditions or disorders that causes speech impairments Augmentative and Alternative Communication (AAC) and how they differ How AAC choices are determined Technology Continuum for AAC Roles of a Speech-Language Pathologist Assistive Technology strategies for speech

3. What is Speech? Forming and production of oral language Sounds produced by four separate but related physiological processes Respiration Phonation Resonation articulation

4. What is a Speech Impairment? Disorder that affects the articulation of speech sounds Fluency in speech voice

5. Examples of disorders or conditions that cause speech impairment Cerebral Palsy (CP Cleft lip or Cleft palate Stuttering Significant hearing loss

6. Augmentative and Alternative Communication (AAC) Combination of different forms of communication Supplements, enhances or replaces conventional communication methods

7. Augmentative vs. Alternative Augmentative Communication System Helps students utilize the communication system the student already has Alternative Communication System Bypasses oral system altogether

8. Choosing an Augmentative and Alternative Communication System.. Depend on student’s physical, cognitive, sensory and receptive communication skills Depend on how well others understand student Must be evaluated by many professionals Must address indications Scanning Encoding Direct selection

9. Technology Continuum for Augmentative and Alternative Communication (AAC) No Tech Light Tech High Tech

10. No Tech Student able to indicate wants and needs Examples

11. Light Tech Usually designed by general ed, special ed, or school staff Made with materials within classroom Requires no power Examples (gestures, communication boards, eye gazing objects, choice boards etc)

12. High Tech Usually requires a power source Ex:Text to speech device, single level voice output, multiple level voice output Text to speech device

13. Role of the Speech Language Pathologist Provide speech language therapy to the student (small or large group) Be a part of IEP team (which chooses at device) Help assist students in accessing the general curriculum Serve as consultants

14. Assistive Technology Strategies for Speech Samples Picture Exchange Communication System (PECS) Picture Communication System (PCS) Expression Cards Communication Rings Schedule Boards

15. References http://www.asha.org/public/speech/disorders/AAC.htm http://www.asha.org/public/speech/disorders/accPrimer.htm http://www.superduperinc.com/handouts/PDFs/95_AugmentativeAlternative.pdf

16. Questions or Comments