Being self-determined has often been challenging for students with complex support needs due to limited opportunities to express themselves. Augmentative and alternative communication (AAC) can help students exercise self-determination by providing means to communicate their preferences and choices effectively with a variety of communication partners. The authors of this article introduce four strategies for educators to use when enhancing the self-determination of students with complex support needs who use AAC while honoring their communication: (a) interpreting ways the student communicates, (b) modeling words to express preferences and choices, (c) introducing a ranking scale for weighing preferences, and (d) facilitating meaningful choice-making.
AlsaeedA. H.ShogrenK. A.RaleyS. K.KurthJ. A.ScottL. A. (2023). Implementing the self-determined learning model of instruction in culturally responsive ways. Inclusive Practices, 2(4), 91–100. https://doi.org/10.1177/27324745231210864
2.
BeukelmanD. R.LightJ. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Brookes Publishing.
3.
BiggsE. E.CarterE. W.GilsonC. B. (2019). A scoping review of the involvement of children’s communication partners in aided augmentative and alternative communication modeling interventions. American Journal of Speech-Language Pathology, 28(2), 743–758. https://doi.org/10.1044/2018_AJSLP-18-0024
4.
BiggsE. E.HackerR. E. (2021). Ecological systems for students who use AAC: Stakeholders’ views on factors impacting intervention and outcomes. Research and Practice for Persons with Severe Disabilities, 46(4), 259–277. https://doi.org/10.1177/15407969211052309
5.
BradyN. C.BruceS.GoldmanA.EricksonK.MineoB.OgletreeB. T.PaulD.RomskiM. A.SevcikR.SiegelE. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. https://doi.org/10.1352/1944-7558-121.2.121
6.
BumbleJ. L.WorthC. R. J.AthamanahL. S.Rooney-KronM.RegesterA.LidgusJ. (2022). “Messy inclusion”: A call for dignity of risk in inclusive postsecondary education. Inclusive Practices, 1(2), 64–69. https://doi.org/10.1177/27324745211050023
7.
BunningK.AlderR.ProudmanL.WybornH. (2017). Co-production and pilot of a structured interview using Talking Mats® to survey the television viewing habits and preferences of adults and young people with learning disabilities. British Journal of Learning Disabilities, 45(1), 1–11. https://doi.org/10.1111/bld.12167
8.
BurkeK. M.RaleyS. K.ShogrenK. A.HagiwaraM.Mumbardó-AdamC.UyanikH.BehrensS. (2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176–188. https://doi.org/10.1177/0741932518802274
9.
BurkeK. M.ShogrenK. A.AntoshA. A.LaPlanteT.MastersonL. H. (2020). Implementing the SDLMI with students with significant support needs during transition planning. Career Development and Transition for Exceptional Individuals, 43(2), 115–121. https://doi.org/10.1177/2165143419887858
10.
CareyE.RyanR.SheikhiA.DoreL. (2022). Exercising autonomy—The effectiveness and meaningfulness of autonomy support interventions engaged by adults with intellectual disability. A mixed-methods review. British Journal of Learning Disabilities, 51(3), 307–323. https://doi.org/10.1111/bld.12464
11.
DarvellC.BradshawJ. (2023). Exploring the social care-related quality of life outcomes of adults with intellectual disabilities through the use of Talking Mats®. Journal of Applied Research in Intellectual Disabilities, 36(1), 39–49. https://doi.org/10.1111/jar.13032
12.
DonaldsonA. L.CorbinE.ZiskA. H.EddyB. (2023). Promotion of communication access, choice, and agency for autistic students. Language, Speech, and Hearing Services in Schools, 54(1), 140–155. https://doi.org/10.1044/2022_LSHSS-22-00031
13.
FisherM. H.BairdJ. V.CurreyA. D.HodappR. M. (2016). Victimisation and social vulnerability of adults with intellectual disability: A review of research extending beyond Wilson and Brewer. Australian Psychologist, 51(2), 114–127. https://doi.org/10.1111/ap.12180
14.
JensenE.DouglasS. N.GerdeH. K. (2023). Dispelling myths surrounding AAC use for children: Recommendations for professionals. Inclusive Practices, 2(1), 30–36. https://doi.org/10.1177/27324745221144308
15.
KleinertH. L. (2020). Students with the most significant disabilities, communicative competence, and the full extent of their exclusion. Research and Practice for Persons with Severe Disabilities, 45(1), 34–38. https://doi.org/10.1177/1540796919892740
16.
LightJ.McNaughtonD. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85–96. https://doi.org/10.3109/07434618.2015.1036458
17.
LightJ.McNaughtonD.CaronJ. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41. https://doi.org/10.1080/07434618.2018.1557251
18.
MarshP.KellyL. (2018). Dignity of risk in the community: A review of and reflections on the literature. Health, Risk & Society, 20(5–6), 297–311. https://doi.org/10.1080/13698575.2018.1519115
19.
MirendaP. (2015). Considerations in developing and acquiring communication aids. In DowningJ.HanreddyA.Peckham-HardinK. (Eds.), Teaching communication skills to students with severe disabilities (3rd ed., pp. 137–162). Paul H. Brookes Publishing Co.
20.
O’NeillT.LightJ.PopeL. (2018). Effects of interventions that include aided augmentative and alternative communication input on the communication of individuals with complex communication needs: A meta-analysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743–1765. https://doi.org/10.1044/2018_jslhr-l-17-0132
RaleyS. K.HagiwaraM.BurkeK. M.KiblenJ. C.ShogrenK. A. (2022). Supporting all students to be self-determined: Using the self-determined learning model of instruction within multi-tiered systems of supports. Inclusive Practices, 2(1), 3–12. https://doi.org/10.1177/27324745221132478
24.
RaleyS. K.ShogrenK. A.MartinisJ. G.WehmeyerM. L. (2020). Age of majority and alternatives to guardianship: A necessary amendment to the Individuals With Disabilities Education Improvement Act of 2004. Journal of Disability Policy Studies, 34(1), 17–27. https://doi.org/10.1177/1044207320932581
25.
Rooney-KronM.RegesterA.LidgusJ.WorthC.BumbleJ. L.AthamanahL. S. (2022). A conceptual framework for enabling risk in inclusive postsecondary education programs. Inclusive Practices, 1(3), 114–123. https://doi.org/10.1177/27324745221078599
26.
RupparA.KurthJ.BubashS.Lockman TurnerE. (2023). A framework for preparing to teach students with extensive support needs in the 21st century. Teacher Education and Special Education, 46(1), 26–43. https://doi.org/10.1177/08884064211059853
27.
ShireS. Y.JonesN. (2015). Communication partners supporting children with complex communication needs who use AAC: A systematic review. Communication Disorders Quarterly, 37(1), 3–15. https://doi.org/10.1177/1525740114558254
28.
ShogrenK. A. (2020). Self-determination, preference, and choice. In StancliffeR. J.WehmeyerM. L.ShogrenK. A.AberyB. H. (Eds.), Choice, preference, and disability: Promoting self-determination across the lifespan (pp. 27–43). Springer.
29.
ShogrenK. A.BrunoL. P.RentschlerL. F.RaleyS. K.BurkeK. M. (2024). The self-determined learning model of instruction teacher guide (2nd ed.). Kansas University Center on Developmental Disabilities.
30.
ShogrenK. A.RaleyS. K. (2022). Self-determination and causal agency theory: Integrating research into practice. Springer Nature. https://doi.org/10.1007/978-3-031-04260-7
31.
StefánsdóttirG.BjörnsdóttirK.StefánsdóttirÁ. (2018). Autonomy and people with intellectual disabilities who require more intensive support. Scandinavian Journal of Disability Research, 20(1), 162–171. https://doi.org/10.16993/sjdr.21
WehmeyerM. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19), 7121. https://doi.org/10.3390/ijerph17197121
