Introduction to AAC

Written specifically for undergraduate-level and speech-language pathology assistant students, Introduction to AAC presents an introduction to the knowledge and skills in augmentative and alternative communication (AAC) that support people across the lifespan in the cultures in which they live and people with whom they interact. It presents the foundational knowledge of AAC in a way that is engaging for students, incorporating pedagogical elements designed to encourage active learning such as quick application tasks in a Mindful Minute, time for Reflection, and Integration Tasks that promote critical thinking that are embedded in each chapter. The text invites the reader to build AAC skills and knowledge including assessment and intervention, AAC technology, literacy, and communication partner support that culminates in a final chapter on AAC intervention session design. Key Features Bolded terms: Allows students to visually landmark on important concepts, create associations with the surrounding text, and identify them again more easily when preparing for assignments, projects, exams, and application in real life. Case studies: Numerous cases and vignettes create an opportunity to blend conceptual knowledge with a real-world person. They play a vital role in creativity, allowing students to consider application of concepts to someone that they may work with or support in their future. Mindful Minutes: Engagement tasks ask the learner to act upon the concepts by practicing or thinking about what was read. These opportunities generate action and provide a different way for learners to cognitively engage with the concepts in addition to reading.      Reflections: Encourage students to think about their experiences, activate background knowledge, or consider concepts as they may be new or offer a different perspective. Integration Tasks: Chapter questions are posed before the Conclusion so students engage with learning outcomes. Each chapter offers concept check questions, application opportunities, and For Thought… statements. Therefore, students are invited to become active participants with the text and bring their own experiences to each chapter.  PluralPlus Online AncillariesFor instructors: PowerPoint Slides, Test Bank, Class Activities, Syllabus, Case Studies, Videos For students: Quizzes, eFlashcards, Activities/Exercises, Links to Related Resources

Table of Contents:
Table of Contents Foreword Preface About the Author Acknowledgments Reviewers Dedication Chapter 1. Multimodal Communication: The Nuts and Bolts of AAC Perspective  Learning Objectives  Hold On…What Is AAC? AAC Key Concepts  Language and Literacy Communication AAC Purposes of Communication     The Four Purposes of Communication Communication Contexts Technology AAC: Under the AT Umbrella     Mindful Minute Overview The Art of Observation     AAC and AT Connections     AT and AAC Technology AAC Technology Terms AAC Assessment and Intervention     AAC Assessment     AAC Intervention World Health Organization International Classification of Functioning, Disability, and Health (WHO-ICF) AAC 10 Rules of Commitment An Overview of Integration Tasks Chapter 1 Integration Tasks     Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 2. An AAC Architectural Plan and Ethics Perspective Learning Objectives Purpose, Rationale, and Benefit of an AAC Architectural Plan     Who Is Your AAC Communicator?      What Is MY Plan for Selecting Vocabulary?  Applying the AAC Four Purposes and Competencies to Vocabulary Planning and Selection Four AAC Purposes of Communication Four AAC Competencies Ethics Examples of Ethical Considerations Awareness of Ethical Decision Making in AAC Chapter 2 Integration Tasks     Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 3. AAC Technology Perspective Learning Objectives AAC Technology Nonelectronic Low-Tech AAC Access Communication Devices for Visual Impairments Static Low- and Mid-Tech Speech-Generating Devices High-Tech or Dynamic Display Speech-Generating Device Features AAC Applications Chapter 3 Integration Tasks     Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 4. AAC Assessment Findings Perspective Learning Objectives AAC Assessment Overview AAC Assessment Report Background Information: Referral, Case History, and Diagnostic Questions Types of AAC Assessment Measures Found in AAC Reports  AAC Assessment Tools AAC Assessment Report Areas Multimodal AAC: Technology, Access Methods, and Nonverbal Communication Discussion With Recommendations Funding Process Overview Reassessment Chapter 4 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 5. Common Questions, Myths, and AAC Feature Matching Perspective Learning Objectives Common Questions About AAC What Are the Prerequisites for a Child or Adult to Use AAC?  Will Implementing AAC Interfere With a Person’s “Natural Voice”? Which is Better? Low-Tech, Mid-Tech, or High-Tech? What if the Person Is Not Using the AAC Device How We Thought They Would? Do Symbols Matter? AAC Myths, Misconceptions, and Practice Issues AAC Feature Matching     AAC Device Feature Matching     Feature Matching: Feasibility  Technology Considerations and Personal Feature Matching Questions Chapter 5 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 6. AAC Vocabulary Planning and Selection Perspective Learning Objectives Considerations in Planning and Selecting Vocabulary Options for Vocabulary Planning and Selection Interest-Based Surveys and Questionnaires     Core and Fringe Vocabulary High-Frequency Words Unstructured and Structured Observations Just-in-Time (JIT) Supports: Implications for Vocabulary Selection  Literacy      Domains of Language     Purposes of Communication (Light, 1989) Chapter 6 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 7. An AAC Action Plan for Implementing Vocabulary Perspective Learning Objectives My Action Plans for Implementing Vocabulary  Approaches for AAC Vocabulary Implementation Activity-Based Approach Routine-Based Approach Topic Setting + Script Approach Just-in-Time (JIT) Approach Vocabulary by Month Approach Chapter 7 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 8. Key AAC Interventions Perspective Learning Objectives Fundamental Preparation: Know Before You Go Into AAC intervention     Attention Responsivity: Determining and Establishing Intent Natural Consequences Symbolic Understanding Yes or No? Key AAC Interventions in Action: Thinking and Doing     Communication Temptations     Aided Language Stimulation     Making Choices     Causing Action     Visual Supports     Therapeutic Goal or Communicative Intent?     Just-in-Time Therapy AAC Intervention Method Programs Pivoting During AAC Intervention Chapter 8 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 9. Integrating Language and AAC Strategies in Intervention Perspective Learning Objectives Analytic Language      Domains of Language     Examples of Domains of Language Through AAC Icons Echolalia and Gestalt Language Processing  Communication Disorders Secondary to Acquired Brain Injury Language Intervention Strategies     Explicit Language Strategies With AAC Application Implicit Language Strategies Sensory Information and Assistive Technology  Chapter 9 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 10. Literacy and AAC Perspective Learning Objectives The Literacy Charge Literacy Opportunities With AAC A Note on Literacy and Images on Icons     You Have to Invest! (Rendall, 2017) Literacy and AAC Across the Lifespan The Common Core State Standards: Literacy Opportunities Abound Technical Reading Skills to Support People Using AAC Literacy Instruction for Individuals With Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities (Light & McNaughton, 2019)     Accessible Literacy Learning Application Transition to Literacy (T2L) Nonverbal Reading Approach Emergent Literacy Conventional Literacy     Conceptual Literacy Comprehension + 1 Conceptual Literacy Development for People Using AAC Create Memories With Literacy Ebooks AAC Literacy Materials Chapter 10 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 11. Culturally Responsive AAC Engagement Perspective Learning Objectives Terminology in the Conversation of Culturally Responsive Practice     Understanding Your Culture Professional Training in Culturally Responsive Practice and AAC Common AAC Training Approach AAC Cultural Disparity Phonemic Inventories and Cultural and Linguistic Information Across Languages Culturally Responsive Practices Application to the AAC Competencies Application to the AAC Purposes of Communication Working With Interpreters Culturally Responsive Session Design Chapter 11 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 12. Coaching AAC Communication Partners Perspective Learning Objectives Build Capacity (McNaughton et al., 2018) AAC Key Stakeholders’ Knowledge and Skills Parents as Experts and Learners in the AAC Process Communication Partners for Adults Using AAC Teachers  Paraprofessionals Peers Chapter 12 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 13. AAC Goals and Progress Monitoring Perspective Learning Objectives AAC Goal Documentation Internal and External Goal Factors Goals Drive Intervention     The Thinking Behind Goal Writing: SMART Goals     The Doing Behind Goal Writing  Planning Goal Writing     Step 1: Date     Step 2: Do     Step 3: Stimulus     Step 4: Cueing     Step 5: Criterion     Step 6: Mastery     Step 7: Measurement Tool     Cueing and Prompting Versus Facilitated Communication      Cueing Hierarchy Progress Monitoring Practice With Progress Monitoring and SOAP Notes Chapter 13 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Chapter 14. Designing an AAC Intervention Session Perspective Learning Objectives Building Blocks of Therapy AAC Intervention Session Structure     AAC Intervention: A Framework     AAC Intervention Session Design Elements Chapter 14 Integration Tasks Concept Check     Application Activities     For Thought… Conclusion: What You Learned. Why It Matters. What’s Next?     What Did I Learn?     Why Does It Matter?     What’s Next? References Glossary Index

About the Author :
Lesley Mayne is an associate professor at the University of Wisconsin–Eau Claire (UWEC) in the Speech-Language and Hearing Sciences (SLHS) department, where she teaches graduate and undergraduate students in AAC and speech sound disorders. Her research specialties are in her teaching areas of autism spectrum disorders and pedagogy. Her practical clinical experience stems across the lifespan and allows her to bring authentic applications to her students. Teaching at the undergraduate and graduate level means her students are active learners and members of her research teams to guide the next generation of SLPAs, SLPs, professors, and researchers, which is consistent with the SLHS faculty at UWEC. In addition to Introduction to AAC (Plural Publishing, 2025), she co-authored AAC for Children With Complex Communication Profiles with Dr. Sharon Rogers (Routledge, 2020) and the first and second editions of Let’s Talk Social Skills (Routledge, 2019).