Augmentative and alternative communication (AAC) is a prominent component in the development of support services for individuals with disabilities, especially those with severe disabilities. In this article we provide an overview of the historical development of AAC services, tracing their evolution over the past half-century through four specific themes: social change and legislation, assessment, intervention, and family and cultural issues.
Get full access to this article
View all access options for this article.
References
1.
Administration for Children and Families. (n.d.). President's Committee on Mental Retardation: History. Retrieved January 30, 2002, from http://www.acf.dhhs.gov/programs/pcmr/history.htm
2.
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Prentice Hall.
3.
Altheide, M.R., & Livermore, J. (1987). Supporting families of augmentative communication users. Physical andOccupational Therapy in Pediatrics, 7(2), 95—105.
4.
American Speech-Language-Hearing Association. ( 1991). Report: Augmentative and alternative communication. ASHA, 33 (Suppl. 5), 9—12.
5.
Beck, A., Stoner, J., Lamere, J., Bock, S., Skaggs, E., Kosuwan, K., & Thompson, J. (2002, November). Use of PECS with adults with developmental disabilities. Paper presented at the meeting of the American Speech-Language-Hearing Association, Atlanta, GA.
6.
Beukelman, D.R. (1995). On the shoulders of those who have gone before . Augmentative and Alternative Communication, 11, 1. Retrieved November 21, 2003, from http://aac.unl.edu/SW/newas4b.html
7.
Beukelman, D.R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore: Brookes.
8.
Bock, S.J., & Stoner, J. (2003, December). An investigation of the effectiveness of the Picture Exchange Communication System. Paper presented at the annual meeting of TASH, Chicago .
9.
Bondy, A., & Frost, L. (1994). The Picture Exchange Communication System. Focus on AutisticBehavior, 9, 1—19.
10.
Bonvillian, J., Nelson, K., & Rhyne, J. (1981). Sign language and autism. Journal of Autism and Developmental Disorders, 11, 125—137.
11.
Bricker, W.A. (1972). A systematic approach to language training. In R. L. Schiefelbusch (Ed.), Language of the mentally retarded (pp. 75—92). Baltimore: University Park Press.
12.
Brown, L., Branston, M.B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L.A. (1979). A strategy for developing chronological age appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 13, 81—90.
13.
Bryen, D.N., & Joyce, D.G. (1985). Language intervention with the severely handicapped: A decade of research. The Journal of Special Education, 19, 7—39.
14.
Calculator, S., & Jorgensen, C.M. (1991). Integrating AAC instruction into regular education settings: Expounding on best practices. Augmentative and Alternative Communication, 7, 204—212.
15.
Chapman, R.S., & Miller, J.F. (1980). Analyzing language and communication in the child . In R. L. Schiefelbusch (Ed.), Nonspeech language and communication analysis and intervention (pp. 159—196). Baltimore: University Park Press.
16.
Charlop-Christy, M., Carpenter, M., Le, L., LeBlanc, L., & Kellet, K. (2002). Using the Picture Exchange Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavioral Analysis, 35, 213—231.
17.
Cipani, E. (1990). “Excuse me: I'll have . . . .” Teaching appropriate attention-getting behavior to young children with severe handicaps . Mental Retardation, 28, 29—33.
18.
Deich, R.F., & Hodges, P.M. (1977). Language without speech. New York: Brunner/ Mazel.
19.
Dixon, C.C., & Curry, B. (1973). Some thoughts on communication boards. Journal of Speech and Hearing Disorders, 38, 73—88.
20.
Drasgow, E., Halle, J.W., Ostrosky, M.M., & Harbers, H.M. (1996). Using behavioral indication and functional communication training to establish an initial sign repertoire with a young child with severe disabilities. Topics in Early Childhood Special Education , 16, 500—521.
21.
Dugan, S. (1986). Education of the Handicapped Amendments of 1986 . Arlington, VA: Capitol Publications, Inc. (ERIC Document Reproduction Service No. ED 346 082)
22.
Guess, D., Sailor, W., & Baer, D.M. (1974). To teach language to retarded children. In R. L. Schiefelbusch & L. L. Lloyd (Eds.), Language perspectives—Acquisition, retardation and intervention (pp. 590—563). Baltimore: University Park Press.
23.
Guess, D., Sailor, W., & Baer, D.M. (1977). A behavioral-remedial approach to language training for the severely handicapped . In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly handicapped (pp. 360—376). Reston, VA: Council for Exceptional Children.
24.
Guess, D., Sailor, W., Keogh, B., & Baer, D.M. (1976). Language development programs for severely handicapped children. In N. G. Haring & L. J. Brown (Eds.), Teaching the severely handicapped (Vol. I, pp. 301—324). New York: Grune & Stratton.
25.
Guralnick, M.J. (1972). A language development program for severely handicapped children. Exceptional Children, 39, 45—49.
26.
Hagen, C., Porter, W., & Brink, J. (1973). Nonverbal communication: An alternate mode of communication for the child with severe cerebral palsy. Journal of Speech and Hearing Disorders, 38, 448—455.
27.
Hall, G., & Sundberg, M.L. (1987). Teaching mands by manipulating conditioned establishing operations. Analysis of VerbalBehavior , 5, 41—53.
28.
Harris-Vanderheiden, D.H., & Vanderheiden, G.C. (1977). Basic considerations in the development of communicative and interactive skills for non-vocal severely handicapped children. In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly handicapped (pp. 323—334). Reston, VA: Council for Exceptional Children.
29.
Hart, B. (1985). Naturalistic language training techniques. In S. F. Warren & A. K. Rogers-Warren (Eds.), Teaching functional language (pp. 63—88). Austin: PRO-ED.
30.
Harwood, K., Warren, S.F., & Yoder, P. (2002). The importance of responsivity in developing contingent exchanges with beginning communicators. In J. Reichle, D. R. Beukelman, & J. C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 59—96). Baltimore: Brookes.
31.
Hetzroni, O.E., & Harris, O.L. (1996). Cultural aspects in the development of AAC users . Augmentative and Alternative Communication, 12, 52—58.
32.
Hourcade, J.J., Parette, H.P., & Huer, M.B. (1997). Family and cultural alert! Considerations in assistive technology assessment. Teaching Exceptional Children, 30(1), 40—44.
33.
Idaho Assistive Technology Project. (2002). Assistive technology for school age children with disabilities. Moscow, ID: Author.
34.
Judd-Wall, J. (2001, March). Technology and inclusion. Paper presented to the CSUN Technology and Persons with Disabilities Conference, Northridge, CA. Retrieved July 7, 2004, from http://www.taicenter.com/test_pretty/tai_handouts.htm
35.
Kaczmarek, L.A., Hepting, N.H., & Dzubak, M. (1996). Examining the generalization of milieu language objectives in situations requiring listener preparatory behaviors. Topics in Early Childhood Special Education, 16, 139—167.
36.
Kangas, K.A., & Lloyd, L.L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for?Augmentative and Alternative Communication, 3, 211— 221.
37.
Kent, L.R., Klein, D., Falk, A., & Guenther, H. (1972). A language acquisition program for the retarded . In J. E. McLean, D. E. Yoder, & R. L. Schiefelbusch (Eds.), Language intervention with the retarded (pp. 151—190). Baltimore: University Park Press.
38.
Kiernan, C. (1983). The use of nonvocal communication techniques with autistic individuals. Journal of Child Psychology and Psychiatry , 24, 339—375.
39.
Kopchick, G., & Lloyd, L. (1976). Total communication programming for the severely language impaired: A 24-hour approach. In L. Lloyd (Ed.), Communication assessment and intervention strategies (pp. 501—521). Baltimore: University Park Press.
40.
Kozloff, M.A., & Rice, J.S. (1998, October). Parent and family issues: Stress and knowledge. Retrieved July 7, 2004, from http://people.uncw.edu/kozloffm/familyautism.html
41.
Kravits, T., Kamps, D., Kemmerer, K., & Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the Picture Exchange Communication System. Journal of Autism and Developmental Disorders, 32, 225—230.
42.
Kroth, R., & Bolson, M.D. (1996). Family involvement with assistive technology. Contemporary Education, 68, 17—20.
43.
Kuder, S.J. (2003). Teaching students with language and communication disabilities (2nd ed.). Boston : Allyn & Bacon.
44.
Larson, T. (1971). Communication for the nonverbal child. Academic Therapy, 6, 305— 312.
45.
Liddle, K. (2001). Implementing the Picture Exchange Communication System (PECS). International Journal of Language & Communication Disorders, 36(Suppl), 391—395.
46.
Lorrrett, L. (1969). A method of communication for non-speaking severely subnormal children. British Journal of Disorders of Communication , 4, 64—66.
47.
McDonald, E.T., & Schultz, A.R. (1973). Communication boards for cerebral-palsied children . Journal of Speech and Hearing Disorders, 38, 73—88.
48.
Miller, J.F., & Allaire, J. (1987). Augmentative communication. In M. A. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed., pp. 273—296). Upper Saddle River, NJ: Merrill.
49.
Miller, J.F., & Yoder, D.E. (1974). An ontogenetic language teaching strategy for retarded children. In R. L. Schiefelbusch & L. L. Lloyd (Eds.), Language perspectives— Acquisition, retardation and intervention (pp. 505—528). Baltimore: University Park Press.
50.
Mirenda, P. (1993). AAC: Bonding the uncertain mosaic. Augmentative and Alternative Communication, 9, 3—9.
51.
Mirenda, P., & Iacono, T. (1990). Communication options for persons with severe and profound disabilities: State of the art and future directions. Journal of the Association for Persons with Severe Handicaps, 15, 3—21.
52.
Moores, D.F. (1980). Alternative communication modes. In R. L. Schiefelbusch (Ed.), Nonspeech language and communication analysis and intervention (pp. 27—47). Baltimore: University Park Press.
53.
Musselwhite, C.R., & St Louis. K.W. (1988). Communication programming for persons with severe handicaps: Vocal and augmentative strategies (2nd ed.). Austin: PRO-ED.
54.
National Information Clearinghouse on Children Who Are Deaf-Blind. (n.d.). Overview on deaf-blindness. Retrieved January 10, 2001, from http://www.tr.wou.edu/dblink/ovrview2.htm
55.
Parette, H.P., & Angelo, D.H. (1996). Augmentative and alternative communication impact on families: Trends and future directions. The Journal of Special Education, 30, 77—98.
56.
Parette, H.P., Brotherson, M.J., Hourcade, J.J., & Bradley, R.H. (1996). Family-centered assistive technology assessment . Intervention in School and Clinic, 32, 104— 112.
57.
Parette, H.P., Brotherson, M.J., & Huer, M.B. (2000). Giving families a voice in augmentative and alternative communication decision-making. Education and Training in Mental Retardation and Developmental Disabilities, 35, 177—190.
58.
Parette, H.P., & Marr, D.D. (1997). Assisting children and families who use augmentative and alternative communication (AAC) devices: Best practices for school psychologists . Psychology in the Schools, 34, 337—346.
59.
Ratcliff, A., & Beukelman, D. (1995). Pre-professional preparation in augmentative and alternative communication: State-of-the-art report. Augmentative and Alternative Communication, 11, 61—73.
60.
Reichle, J. (1997). Communication intervention with persons who have severe disabilities. The Journal of Special Education, 31, 110—134.
61.
Reichle, J., & Karlan, G.R. (1985). The selection of an augmentative system in communication intervention: A critique of decision rules. Journal of the Association for Persons with Severe Handicaps, 10, 146— 156.
62.
Romski, M.A., & Sevcik, R.A. (1988). Augmentative and alternative communication systems: Considerations for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 2, 83—93.
63.
Sailor, W., Gee, K., & Karasoff, P. (2000). Inclusion and school restructuring. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed., pp. 1— 29). Upper Saddle River, NJ: Merrill.
64.
Schepis, M., Reid, D., Behrmann, M., & Sutton, K. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561—578.
65.
Siegel, E., & Wetherby, A. (2000). Nonsymbolic communication. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed., pp. 409— 452). Upper Saddle River, NJ: Merrill.
66.
Sigafoos, J., Doss, S., & Reichle, J. (1989). Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols. Research in Developmental Disabilities, 10, 183—200.
67.
Silverman, F.H. (1980). Communication for the speechless. Englewood Cliffs, NJ: Prentice Hall.
68.
Solmat, S.F., & Rieke, J.A. (1977). Communication management for the non-responsive child: A team approach. In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly handicapped (pp. 348—358). Reston, VA: Council for Exceptional Children.
69.
Stark, J., Rosenbaum, R.L., Schwartz, D., & Wisan, A. (1973). The nonverbal child: Some clinical guidelines . Journal of Speech and Hearing Disorders, 38, 59—72.
70.
Stremel-Campbell, K., Cantrell, D., & Halle, J. (1977). Manual signing as a language system and as a speech initiator for the nonverbal severely handicapped student. In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly handicapped (pp. 335—347). Reston, VA: Council for Exceptional Children.
71.
Swetlik, B., & Brown, L. (1977). Teaching severely handicapped students to express selected first, second, and third person singular pronoun responses in answer to “Whodoing” questions. In N. G. Haring & L. J. Brown (Eds.), Teaching the severely handicapped (Vol. II, pp. 15—62). New York: Grune & Stratton.
72.
VanBiervliet, A., & Parette, H.P. (1999). Families, cultures and AAC (CD-ROM). Little Rock, AR: Southeast Missouri State University and University of Arkansas for Medical Sciences.
73.
Vanderheiden, G.C., & Yoder, D.E. (1986). Overview. In S. W. Blackstone (Ed.), Augmentative communication: An introduction (pp. 1—28). Rockville, MD: American Speech-Language-Hearing Association.
74.
Warren, S.F., McQuarter, R.J., & Rogers-Warren, A. (1984). The effects of mands and models on the speech of unresponsive language-delayed preschool children . Journal of Speech and Hearing Disorders, 49, 43—52.
75.
Warren, S.F., & Reichle, J. (1992). Causes and effects in communication and language intervention. Baltimore: Brookes .
76.
Westling, D.L., & Fox, L. (2004). Teaching students with severe disabilities (3rd ed.). Upper Saddle River, NJ: Pearson.
77.
Zangari, C., Lloyd, L.L., & Vicker, B. (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication , 10, 27—59.
