Identifying Data

2022/23

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

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 a los y las futuras logopedas 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
Simulation	A19 A20	3	0	3
Workshop	A8 A9 A15 A19 A20 B13 B14 C4 C7	4.5	2.5	7
Collaborative learning	A8 A9 A19 A20 B3 B4 B11 B13 B18 B19	10	0	10
Objective test	A3 A12 A13 A15 A19 A20	2	0	2
Supervised projects	A8 A9 A19 A20 B4 B13 B18 B19 C3 C7	8	104	112
Events academic / information	A19 A20 B8 B10	2	0	2
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	Face to face presentation of augmentative and alternative communication program contents.
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 for assessment. The objective test consist of a combination of true-false, multiple choice and short answer questions.
Supervised projects	Small working groups will hand out the teacher, in due time, all duly identified, those materials that are the product of procedural learning activities carried out during the interactive lessons.
Events academic / information	Students will virtually attend an event in order to learn how to operate specific augmentative and alternative software.
Practical test:	The students must pass a practical test about practical contents regarding unaided AAC systems; namely, a practical test focused on the manual alphabet, the manual sign system and cued speech.

Personalized attention

Methodologies

Guest lecture / keynote speech

Supervised projects

Description

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

Assessment

Methodologies	Competencies	Description	Qualification
Objective test	A3 A12 A13 A15 A19 A20	Students will take an objective test of this subject's contents. The purpose of the objective test is to assess the mastery of theorical contents and its application to AAC intervention. The objective test consist of a combination of true-false, multiple choice and short answers. These compute the 40% of the final qualification.	50
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. These supervised projects compute the 40% of the final qualification.	30
Practical test:	A19	The practical test is aimed to assess skills and abilities using the unaided systems. This practical test computes 20% of the final qualification and it consists of: 1) fingerspelling of some proposed words. 2) cued speech for reciting a poetry 3) singing a song using a manual sign system.	20

Assessment comments
In order to pass this subject students must pass each of the parts with a minimun mark of 5 in the objective test and a minimum mark of 5 in the practical test plus the delivery of all supervised projects delivered at the due date. The same requirements will be applied to students in the non-presential modality. They must delivered their supervised projects before the exam's official date.

Sources of information

Basic	(). . GÓMEZ TAIBO, Mª Luisa (2020). Comunicación simbólica: Comunicación aumentativa y alternativa. Madrid: Pirámide DA FONTE, M. Alexandra, y BOESCH, Miriam C. (2019). Effective augmentative and alternative communication practices. New York: Routledge ASOREY, Estivaliz, FOZ, Sonia y VARGAS, Estrella (2016). Implementación de SAAC en las aulas para alumnos con discapacidad física.. Gobiernode Aragón: Departamento de Educación, Cultura y Deporte GANZ, Jennifer B., y SIMPSON, Richard L. (2019). Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs. Baltimore: Paul H. Brookes BASIL, Carmen, SORO-CAMATS, Emily y ROSELL, Carme (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
It is highly recommended to have passed the subject "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.