This book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every–day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.
Chapter 1 Introduction.
Chapter 2 Augmentative and alternative communication.
Pictogram Ideogram Communication.
Picture Communications Symbols.
Premack′s word bricks.
Choosing a sign system.
Manual, graphic or tangible signs.
Use of the systems.
Chapter 3 Communication aids.
Choosing a communication aid.
Direct selection and scanning.
Manual and electronic aids.
Some characteristics of aided communication.
The role of the conversational partner.
Chapter 4 Children, adolescents and adults in need of augmentative an alternative communication.
Three functional groups.
The expressive language group.
The supportive language group.
The alternative language group.
The most common groups in need of augmentative and alternative communication.
Developmental language disorders.
Some common problems.
Learning takes time.
Learned passivity and dependency on others.
Chapter 5 Assessment.
The need for toal intervention.
Information from those in contact with the individual.
Overview of the day.
Interest in objects, activities and events.
Attention and initiation of communicative contact with others.
Vision and hearing.
The family′s need for support, relief and help.
Language and communication.
Evaluating the language intervention.
Information transfer when changing schools, work and home.
Defining areas of responsibility.
Chapter 6 The teaching situation.
Designing the teaching situation.
Planning for generalization.
Duration and location of teaching sessions.
Initiating the intervention.
The effect of sign teaching on speech acquisition.
Chapter 7 Teaching strategies.
Structured overinterpretation and total communication.
Implicit and explicit teaching.
Comprehension and use of signs.
Teaching sign use.
Watch, wait and react.
Reacting to habitual behaviour.
Reacting to signal–triggered anticipatory behaviour.
Focusing on expression and comprehension.
Structured and unstructured situations.
Gaze direction and attentiveness.
Chapter 8 Choosing the first signs.
General and specific signs.
Simple and complex concepts.
What to expect.
Chapter 9 Further vocabulary development.
Alternative and supportive language groups.
Contrasts between signs.
Signs for proper names.
Individual sign dictionaries.
The expressive language group.
Expanding the situations in which signs may be used.
Increased access to signs.
Expanding the vocabulary by using sign combinations.
From graphic signs to orthographic script.
Chapter 10 Multi–sign utterances.
Verb island constructs.
New sign categories.
Horizontal and verical structures.
Comprehension of spoken language.
Chapter 11 Conversational skills.
Alternative language group.
Routines,plans and scripts.
Supportive language group.
Expressive language group.
Chapter 12 The language environment.
Adapting the environment.
The simultaneous use of speech and signs.
Teaching peers and friends.
Cost and benefit.
Chapter 13 Overview of case studies.
List of sign illustrations.
References and citation index.