Multimodal Communication and AAC Notes

Multimodality involves using two or more modes of communication from the auditory and visual modalities.
- Examples include talking and using keyword signs or speech using natural gestures.

AAC is a component of multimodal communication; it is inherently multimodal, incorporating gestures, signs, and aided communication.
AAC refers to tools and techniques that help individuals communicate when speech is limited or absent.
Prevalence:
- In Australia, a 2014 paper for a Senate enquiry stated that 1 in 500 Australians have complex communication needs.
Definition:
- AAC methods add to usual methods of speech and writing when these are impaired.
- It includes unaided systems like signing and gesture, and aided techniques like picture charts and computer technology.
- AAC aids understanding and expression.

Enhance Quality of Life:
- Strategies include:
  - 'Book about Me'
  - Communication profile
  - Touch and other cues
  - News Book
  - Personal Communication Dictionary
  - 'This is my Life' – Personal History
  - Sensory Activities / Programs
- Communication is a key right that can improve mood and behavior difficulties.
Support Understanding (Receptive/Comprehension):
- Tools include:
  - Object timetables
  - Picture scripts
  - Shopping lists
  - Picture timetables
  - 'Who’s here today' charts
  - Activity schedules
  - Behavior scripts
  - Chores charts
  - Finished mats
  - Key Word Sign
- AAC helps in understanding messages by enhancing visual and verbal input.
Help Expressive Communication:
- Methods include:
  - Alphabet board
  - Chat book
  - Communication books
  - Community request cards
  - 'My day' books
  - Talking mats
  - Theme boards
  - Key WordSign
  - Speech generating devices
- AAC gets the message out.

Communicative competence (CC) is the ability to communicate effectively and appropriately in various contexts.
For AAC users, communicative competence requires social, linguistic, operational, and strategic competence (Light, 1989; Light & McNaughton, 2014).
Definition:
- A relative and dynamic interpersonal construct based on functionality and adequacy of communication, and sufficiency of knowledge, judgment, and skill in interrelated domains (linguistic, operational, social, and strategic).
Communicative competence varies according to individual functional words.

Functionality of Communication:
- Being able to use communication and AAC effectively in natural contexts.
Adequacy of Communication:
- Communication skills enable individuals to meet environmental demands and achieve communication goals.
Sufficiency of Knowledge, Skills, and Judgment (Linguistic, Operational, Social, Strategic):
- Knowing how to use the 'tools' of communication in daily interactions.
Plus:
- Psychosocial factors, including motivation, attitude, confidence, and resilience (Light, 2003).
- Supported perseverance in challenging environments.

Linguistic Competence:
- Understanding and using language (Light & McNaughton, 2014).
Operational Competence:
- Making the technology work.
- Technology can be complex and may break down.
Social Competence:
- Following the rules of communication (Light & McNaughton, 2014).
Strategic Competence:
- Knowing what to do when things go wrong (Light & McNaughton, 2014).

Non-electronic devices using simple communication books or boards.
Users select letters, words, phrases, symbols, objects, or images to transmit a message.
Selection methods:
- Using a body part (finger, nose)
- Head pointer
- Eye gaze
- Mouth stick
- Light pointer
- Hand-held laser pointer

Aided Low Tech:
- Involves tangible objects.
- Examples:
  - Object symbols
  - Remnants
  - Photographs, Pictures, Pictographs
  - Writing
  - Communication board
  - Using a laser to point to a communication board
Unaided Low Tech:
- Using your body.
- Examples:
  - Gestures (including yes/no)
  - KWS/ AUSLAN
  - Eye gaze
  - Facial Expressions
  - Partner Assisted Auditory Scanning
  - Mime

Also called Non-technology or light Technology.
Does not use a power source.
Easy to make and low cost.
Uses graphics (pictures, photos, or symbols), words, or letters.
Both the AAC user and their communication partner are active in the interaction.

Individuals at the intentional or near intentional level can be introduced to AAC.
Younger individuals whose speech is emerging can use AAC as a multimodal tool (e.g., KWS, picture board).
Individuals at this level without spoken communication are ideal candidates for AAC, both aided and unaided.

Light, J. (1989). Toward a definition of communicative competence for individuals usingaugmentative and alternative communication systems. Augmentative andAlternative Communication, 5, 137–144.
Light, J. (2003). Shattering the silence: Development of communicative competence byindividuals who use AAC. In J.C. Light, D.R. Beukelman, & J. Reichle(Eds.), Communicative competence for individuals who use AAC: From research toeffective practice (pp. 3–38). Baltimore, MD: Paul H. Brookes.
Light, J. & McNaughton, D. (2014). Communicative Competence for Individuals who requireAugmentative and Alternative Communication: A New Definition for a New Era ofCommunication? Augmentative and Alternative Communication, 30(1), 1-18.