Identifying Data 2019/20
Subject (*) Augmentative and Alternative Communication Code 652G04022
Study programme
Grao en Logopedia
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
 Third Obligatory 6
Language
Spanish
Teaching method Face-to-face
Prerequisites
Department Psicoloxía
Coordinador
Gomez Taibo, Maria Luisa
 E-mail
luisa.gomez.taibo@udc.es
Lecturers
Gomez Taibo, Maria Luisa
 E-mail
luisa.gomez.taibo@udc.es
Web
General description Descriptores de la materia: Sistemas de Comunicación Aumentativa y Alternativa: objetos, pictogramas, símbolos Bliss. Acceso y tecnología de apoyo a la comunicación.
La asignatura es una materia obligatoria que se ocupa de dotar al futuro logopeda de las herramientas necesarias para realizar la valoración y la intervención en el área de las dificultades de la comunicación. El uso de sistemas de comunicación aumentativa y alternativa basadas en objetos, en símbolos gráficos -SPC, Bliss, PIC, OT, etc., en signos manuales, y el uso de opciones de alta y baja tecnología de apoyo a la comunicación serán las herramientas para la intervención de las dificultades comunicativas de las personas sin habla o con habla poco funcional. Además, se proporcionarán estrategias para la enseñanza de habilidades comunicativas básicas y más avanzadas, para las poblaciones con discapacidad congénita y discapacidad adquirida.

Study programme competencies
Code Study programme competences
A2 Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística.
A3 Coñecer e integrar os fundamentos lingüísticos da Logopedia: Fonética e fonoloxía, morfosintaxe, semántica, pragmática, sociolingüística.
A7 Coñecer, recoñecer e discriminar entre a variedade das alteracións: os trastornos específicos do desenvolvemento da linguaxe, trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas.
A8 Coñecer os fundamentos do proceso de avaliación e diagnóstico.
A9 Coñecer e aplicar os modelos, técnicas e instrumentos de avaliación.
A10 Realizar a avaliación das alteracións da linguaxe nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas.
A12 Realizar unha avaliación tras a intervención.
A13 Coñecer os principios xenerais de la intervención logopédica.
A15 Coñecer e aplicar os modelos e as técnicas de intervención.
A17 Coñecer e realizar a intervención logopédica nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas.
A18 Coñecer e realizar a intervención logopédica en Atención Temperá.
A19 Coñecer e implementar os Sistemas de Comunicación Aumentativa.
A20 Coñecer e implementar as axudas técnicas á comunicación.
B3 Apreciar as distintas manifestacións da diversidade.
B4 Aprender a aprender.
B7 Capacidade de análise e síntese.
B8 Capacidade de observar e de escoitar de forma activa.
B10 Capacidade para motivarse e procurar a calidade na actuación profesional.
B11 Comportarse con ética e responsabilidade social como cidadán e como profesional.
B13 Coñecer e manexar as novas tecnoloxías da comunicación e da información.
B14 Destreza e empatía nas relacións interpersoais.
B18 Ser creativo no exercicio da profesión.
B19 Ter compromiso ético.
C3 Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
C4 Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común.
C7 Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida.

Learning aims
Learning outcomes Study programme competences
To know the augmentative and alternative communication systems that people with congenital and/or acquired disabilities and communication and/or writing disorders may use. A19
A20
 B4
B7
B13
 C3
To understand what communicative competence means for augmentative and alternative communication systems users. A2
A3
 B3
B8
B11
To analyze the instrinsic difficulties that the communicative & linguistic assessment process may pose for people who need augmentative and alternative communication. A2
A3
A7
A8
A10
 B3
B10
B11
B14
B18
B19
To acquire knowledge of the approaches, strategies and techniques for augmentative and alternative communication intervention in people with communicative and/or writing disorders owed to congenital and acquired disabilities. A9
A12
A13
A15
A17
A19
A20
 B4
B13
 C3
C7
To acquire the needed strategies to carry out the augmentative and alternative assessment and intervention process. A8
A9
A10
A17
A18
A19
A20
 B4
B13
B18
 C3
C4
C7

Contents
Topic Sub-topic
Introduction to Augmentative and Alternative Communication (AAC). Conceptualization of Augmentative and Alternative Communication.
People who rely on AAC.
A proposed model for AAC.
Communicative competence.
AAC systems classification.
Unaided augmentative and alternative communication. Unaided AAC systems classification.
Gestural strategies.
Educational manual sign systems.
Manual supplements to spoken language.
Sign language.
Aided augmentative and alternative communication: Symbols sets and systems. Aided AAC systems classification.
Objects.
Photographs.
Lineal drawings.
Pictograms.
Blissymbolics.
Minspeak.
Ortography and ortographic symbols
Comunicación Aumentativa y Alternativa: Selection techniques and Assistive technology Message selection: direct selection, scanning methods, and encoding systems.
Alternative access
Assistive technology
AAC computer and dedicated devices programs
Assessment for the selection and use of Augmentative and Alternative Communication systems
 The assessment process.
AAC assessment strategies for AAC system use by people with congenital and acquired communication disorders.
Assessment materials and adaptations.
Augmentative and Alternative interventions Intervention approaches.
Specific intervention techniques and strategies
Intervention programs

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Guest lecture / keynote speech A2 A3 A7 A10 A12 A13 A17 A18 A19 A20 B3 B4 B7 B11 B13 B18 B19 C3 C7 12 0 12
Events academic / information A20 B8 B10 4.5 0 4.5
Document analysis A15 A19 A20 1 0 1
Glossary A19 A20 0.5 0 0.5
Simulation A19 A20 1 0 1
Workshop A8 A9 A19 A20 B13 B14 C4 C7 4.5 0 4.5
Collaborative learning A8 A9 A19 A20 B3 B4 B11 B13 B18 B19 8 0 8
Objective test A3 A12 A13 A15 A19 A20 1.5 0 1.5
Supervised projects A8 A9 A19 A20 B4 B13 B18 B19 C3 C7 0 115 115
Practical test: A19 0.5 0 0.5
 
Personalized attention 1.5 0 1.5
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Guest lecture / keynote speech Oral presentation of augmentative and alternative communication program contents.
Events academic / information Attendance to programmed scientific academic events for this subject is compulsory.
Professionals from the assistive technology AAC area are invited to show a select sample of high-tech assistive communication products, as well as alternative access products and specific technological AAC programs.
Document analysis Use of brief sections of audiovisual documents, relevant to AAC, with specifically designed activities for its analysis. Audiovisual documents will be used as a general introduction to the different topics of the program and also for explaining communicative processes that can not be directly observed, and as a strategy for syntehsising theorical and practical content.
Glossary Tool for explaining and contextualising terms and concepts in the specific Augmentative and Alternative Communication domain of knowledge in order to enhance its understanding.
Simulation Students will be presented with a hypothetical set of circumstances, similar to those of real augmentative and alternative communication intervention context. The aim of this strategy is twofold: to engage students in learning experiences, and for assessment purposes.
Workshop Practical learning about the specific topic of unaided AAC systems (manual alphabet, manual sign system, cued speech) will be carried out by students with the lecturer's assistance and supervision.
Collaborative learning Students will be organized into small groups; they will work together to solve tasks assigned by the teacher. They will be guided either personally or using information and communication technologies.
Objective test Students must pass an objective test. The objective test consists of a combination of ordering and sequencing questions, association, short answer and completion questions.
Supervised projects Small working groups will hand out the teacher, in due time, all duly identified materials that are the product of procedural learning activities carried out during the interactive lessons.
Practical test: The students are to carry out practical procedures previously tried out in the unaided AAC systems practical classes; namely, a practical test focused on the manual alphabet, the manual sign system and cued speech.

Personalized attention
Methodologies
Supervised projects
Description
Personalized attention will be given through out the four-month period to students in scheduled time for trouble-shooting regarding any theorical or practical doubt of the subject.
Students will deliver their supervised projects to be revised in tutoring time.

Assessment
Methodologies Competencies Description Qualification
Objective test A3 A12 A13 A15 A19 A20 The objective test is aimed to assess the mastery of theorical contents and its application to AAC intervention. It may be a combination of ordering and sequencing questions, short answers, completion questions or a test. 70
Events academic / information A20 B8 B10 Attendance to programmed academic/information events is compulsory
Students will prepare a catalog with the newest assistive technology products and hand it out the teacher.

 2
Supervised projects A8 A9 A19 A20 B4 B13 B18 B19 C3 C7 Supervised projects will be hand out by small working groups to the teacher, properly identified and in duly time, in order to assess procedural learning regarding interactive lessons contents. 14
Practical test: A19 The practical test is aimed to assess skills and abilities using the unaided systems. It consists of:
1) to produce some proposed words using fingerspelling.
2) to use manual supplements and cued speech a complex sentence.
3) to use a manual sign parallel system for a proposed sentence 		14
 
Assessment comments

Attendance is compulsory. Absences need to be justified.

To pass the subject

Students must achieve an overall credit weighted mark of at least 70% in the objective test, 14% in the practical test, 14% in supervised projects and the remaining 5% in the assistive technology products catalogue. Objective and practical tests must be independently passed.

The same requirements will be applied to students in the non-presential modality; the only exception it will be that unaided AAC systems will have to be self-learned

Sources of information
Basic (). .
Asorey, E., Foz, S., y Vargas, E. (2016). Implementación de SAAC en las aulas para alumnos con discapacidad física.. Gobiernode Aragón: Departamento de Educación, Cultura y Deporte
BASIL, C., SORO-CAMATS, E. y ROSELL, C. (1998). Sistemas de signos y ayudas técnicas para la comunicación aumentativa y la escritura. Principios teóricos y aplicaciones.. Barcelona: Masson

BAUMGART, D., JOHNSON, J. y HELMSTETTER, E. (1990). Augmentative and Alternative Communication Systems for Persons with Moderate and Severe Disabilities. Baltimore: Paul H. Brookes Publishing Co.

BECK, P. H. (2011). Discovering cued speech: an integrated curriculum. Publisher: Cued Speech for Integrated; 3rd edition.

BEUKELMAN, D. R., & MIRENDA, P. (2005). Augmentative and Alternative Communication. Supporting children and adults with complex communication needs. Baltimore: Paul H. Brookes Publishing Co.

BEUKELMAN, D. R., & REICHLE, J. (2000). Augmentative and Alternative Communication for Adults with Acquired Neurological Disorders. Baltimore: Paul H. BrookesPublishing Co.

BEUKELMAN, D. R., GARRET, K. L., & YORKSTON, K. M. (2007). Augmentative Communication Strategies for Adults with Acute or Chronic Medical Conditions. Baltimore: Paul H. Brookes Publishing Co.

BONDY, A. (2011). The Pyramid Approach to Education: A Guide to Functional ABA. Pyramid Educational Consultants.

COCKERYLL, H., & CARROLL-FEW, L. (2001). Communicationg without speech: Practical Augmentative and Alternative Communication. London: Mac Keith Press.

CORNET, R. O., & DAISEY, M. E. (1992). The Cued Speech Resource Book for Parents of Deaf Children Hardcover. National Cued Speech Association.

DOWNING, J. E. (1999). Teaching Communication Skills to Students with Severe Disabilities. Baltimore: Paul H. Brookes.

ELDER, P., & GOOSSENS’, C. (1994). Engineering training environments for interactive augmentative communication: Strategies for adolescents and adults who are moderately/severely developmental delayed. Birmingham, AL: Southeast Augmentative Communication Conference Publications.

GLENNEN, S. & DeCOSTE, D. (1997). The Handbook of Augmentative and Alternative Communication. San Diego: Singular Publishing Group Inc.

GOOSSENS’, C., CRAIN, S., & ELDER, P. (1992). Engineering the preschool environment for interactive, symbolic communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications.

LIGHT, J. & BINGER, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore: Paul Brookes Publishing Co.

LLOYD, L. L., QUIST, R., & WINDSOR, J. (1990). A proposed augmentative and alternative communication model. Augmentative and Alternative Communication, 6, 172-183.

LLOYD, L., FULLER, D., & ARVIDSON, H. (1997). Augmentative and Alternative Communication. A handbook of principles and practices. Boston: Allyn & Bacon.

LONCKE, P., CLIBBENS, J. ARVIDSON, H., y LLOYD, L. (1999). Augmentative and Alternative Communication. New directions in research and practice. London: Whurr Publishers.

MAYER JOHNSON, R. (1981). The Picture Communications Symbols. Stillwater: Mayer-Johnson Co. (Trad. cast. S.P.C., Símbolos Pictográficos para la Comunicación no vocal. Madrid: MEC, 1985).

MONFORT, M., JUÁREZ, A., y ROJO, A. (1990). Programa Elemental de Comunicación Bimodal. Ed. Cepe.

REICHLE, J., BEUKELMAN, D. R., & LIGHT, J. C. (2002). Exemplary Practices for Beginning Communicators. Implications for AAC. Baltimore, Maryland: Paul H. Brookes Publishing Co.

REICHLE, J., YORK, J., & SIGAFOOS, J (1991). Implementing augmentative and alternative communication. Strategies for learners with severe disabilities. Baltimore: Paul H. Brookes Publishing Co.

SCHAEFFER, B. (1980). Total communication: A signed speech program for nonverbal children. Editorial: Research Press

SCHAEFFER, B., MUSIL, A. & KOLLINZAS, G. (1980). Total Communication: A signed speech program for non-verbal children.  Champaing, Illinois:  Research Press.

Van TATENHOVE, G. (1993). What is Minspeak? Wooster, OH: Prentke Romich Company.

Von TETZCHNER. S., & MARTINSEN, H. (1992). Introduction to sign teaching and the use of communication aids. London: Whurr.
Complementary (). .

American Speech-Language-Hearing Association. (1981). Position statement on nonspeech communication. ASHA, 23, 577-581.

American Speech-Language-Hearing Association. (1991). Report: Augmentative and alternative communication. ASHA, 33(5), 9-12.

American Speech-Language-Hearing Association. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. ASHA, 34 (7), 1-8.

Augmentative and Alternative Communication Series

WARRICK, A. Communication without speech (ISAAC Series: Volume 1). Augmentative and Alternative Communication Around the World.

WILLIAMS, M. B. & KREZMAN, C. Beneath the surface (ISAAC Series: Volume 2). Creative expressions of Augmented Communicators.

ERICKSON, K., KOPPENHAVER, K., & YODER, D. Waves of Words. (ISAAC Series: Volume 3). Augmented Communicators Read and Write.

Journal of Reference:

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. Taylor & Francis. http://www.tandfonline.com/loi/iaac20

 

Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus
Developmental Disorders/652G04012
Congenital Disorders/652G04013
Neurological and Anatomical Alterations/652G04021

Other comments
Para cursar esta materia se recomienda haber cursado previamente las alteraciones de base evolutiva, congénita y anatómica.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.