This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech. For some, the difficulties are temporary in childhood, others continue to communicate with alternative communication systems throughout adulthood.
This comprehensive and accessible volume offers guidance based on current knowledge about typical and atypical language development for all those supporting families and professionals involved with children, adolescents and adults who may benefit from using augmentative and alternative communication (AAC) systems.
The text covers all major issues and gives a thorough introduction to factors that are important when choosing communication systems, vocabularies of manual signs and graphic symbols. It guides the reader in assessment strategies, adaptation of the language environment, and the principles for teaching comprehension and use of AAC, sentence formation and conversational skills to individuals with different disabilities, including motor disabilities, intellectual disabilities, autism spectrum disorders and developmental language disorders. The volume also addresses the influence of AAC on speech development and the use of AAC to promote participation in various activities, including social media, and to reduce challenging behaviour.
The book will be essential reading for students and practising psychologists, speech and language therapists, special educators, teachers, physiotherapists and occupational therapists. The accessible guidance will also be helpful for the families of children, adolescents and adults who use augmentative and alternative communication.
Table of Contents:
Introduction 1. Augmentative and alternative communication 2. Communication aids 3. Children and adults in need of augmentative and alternative communication 4. Assessment 5. Intervention situations 6. Intervention strategies 7. The first signs and symbols 8. Further vocabulary development 9. Sentence formation with manual signs or graphic symbols 10. AAC, participation and activities 11. Conversational skills and narratives 12. The language environment
About the Author :
Stephen von Tetzchner is Professor Emeritus of Developmental Psychology at the Department of Psychology, University of Oslo, Norway.
Harald Martinsen is Professor Emeritus at the Department of Special Needs Education, University of Oslo, Norway.
Kristine Stadskleiv is Professor at the Department of Special Needs Education, University of Oslo, Norway.
Review :
"This will become the next ‘go-to’ textbook for off the shelf and up to date guidance that is relevant to the vast array of children, young people and adults who benefit from AAC."
Janice MUrray, Department of Health Professions, Faculty of Health and Education, Manchester Metropolitan University
"The book is accessible and unique in its focus on explanations rather than on simply recipes on "how to do it". It provides accessible yet sound reasonings behind the choice of particular form of AAC or sets of intervention strategies."
Gloria Soto, Professor, Department of Speech, Language and Hearing Sciences, San Francisco State University
"...the text can fill an important gap in highlighting the life-time impact of developmental disorders and the changing role of AAC across all life stages... I anticipate that it will become a key reference in most programmes where AAC is a curriculum focus..."
Martine M. Smith, Professor Clin. Sp. & Language Studies, School of Linguistic, Speech & Communication Sciences, Trinity College Dublin
