Principles and Practices in Augmentative and Alternative Communication

A definitive textbook for students in speech-language pathology, audiology, and communication sciences and disorders, Principles and Practices in Augmentativeand Alternative Communication offers students an introduction to augmentative and alternative communication (AAC) and prepares them for working with clients with complex communication needs.
 
Editors Drs. Donald R. Fuller and Lyle L. Lloyd and their contributors provide a foundation for the development of assessment and intervention procedures and practices within the framework of the communication model and its major components: the means to represent, the means to select, and the means to transmit.
 
Principles and Practices in Augmentative and Alternative Communication consists of five
major units:

• An introduction to AAC, from its history to current practice
• An overview of AAC symbols and a comprehensive discussion of aided and unaided symbols
• A review of AAC technology
• The components of AAC assessment: principles, vocabulary, symbol selection, and the prescription of AAC technology
• AAC intervention: everything from the components of the intervention process to examples from specific cases and settings

Instructors in educational settings can visit www.efacultylounge.com for additional materials to be used for teaching in the classroom.
 
Students and professionals looking for a foundational textbook in the field of AAC will find Principles and Practices in Augmentative and Alternative Communication to be effective, contemporary, and practical.
 

Contents

Contents
Dedication
About the Editors
Contributing Authors
Preface
In Memoriam: Lyle L. Lloyd, PhD, CCC-A/SLP, FAAIDD, FASHA, FISAAC
 
 
Part I: Introduction to AAC
 
Chapter 1: Introduction and Overview
Donald R. Fuller, PhD; Mick Isaacson, PhD; and Lyle L. Lloyd, PhD
 
Chapter 2: History and Evolution of AAC
Chitrali Mamlekar, PhD; Aimee Dietz, PhD; Oliver Wendt, PhD; and Lyle L. Lloyd, PhD
 
Chapter 3: AAC Models and Classification Systems
Donald R. Fuller, PhD; Eliada Pampoulou, PhD; and Lyle L. Lloyd, PhD
 
Chapter 4: Professional Issues in AAC
Michelle L. Gutmann, PhD and Lyle L. Lloyd, PhD
 
Chapter 5: Cultural and Linguistic Diversity and AAC
Katrina E. Miller, EdD
 
 
Part II: AAC Symbols
 
Chapter 6: Introduction to AAC Symbols
Eliada Pampoulou, PhD and Donald R. Fuller, PhD
 
Chapter 7: Aided AAC Symbols and Their Characteristics
Eliada Pampoulou, PhD and Donald R. Fuller, PhD
 
Chapter 8: Unaided AAC Components
Susan M. Bashinski, EdD and Barbara A. Braddock, PhD
With contributions from Lyle L. Lloyd, PhD
 
 
Part III: AAC Technology
 
Chapter 9: Background, Features, and Principles of AAC Technology
Juan Bornman, PhD; Annalu Waller, PhD; and Lyle L. Lloyd, PhD

Chapter 10: Applied Technology
Meher H. Banajee, PhD; Janie Cirlot-New, MS; Cindy Halloran, BS, OTR/L; John Halloran, MS; Lin Sun, MA; Annette Loring, MA; Amanda Hettenhausen, MA; and Krista Davidson, MS
 
 
Part IV: AAC Assessment
 
Chapter 11: AAC Assessment Process
Elizabeth K. Hanson, PhD; Kristy S. E. Weissling, SLPD; and Miechelle McKelvey, PhD
 
Chapter 12: Vocabulary Selection
Russell T. Cross, DipCST; Karen A. Erickson, PhD; Lori A. Geist, PhD; and Penny Hatch, PhD
 
Chapter 13: The Process of Symbol Selection
Donna R. Brooks, PhD and Donald R. Fuller, PhD
 
Chapter 14: Technology Selection
Amanda Hettenhausen, MA; Krista Davidson, MS; and Lyle L. Lloyd, PhD
 
 
Part V: AAC Intervention
 
Chapter 15: Intervention Principles
Erin Colone Peabody, MA; Erna Alant, PhD; and Lin Sun, MA
 
Chapter 16: Seating, Positioning, and Communication
Shirley Wells, DrPH; Jack Ruelas, OTR; John Luna, OTD; and Sayda E. Ruelas, MPT
 
Chapter 17: Speech-Generating Device Funding
Lewis Golinker, Esq
 
Chapter 18: Intervention for Persons With Developmental Disorders
Georgina Lynch, PhD and Gail M. Van Tatenhove, PA, MS
 
Chapter 19: Using AAC to Promote Literacy
Ruth Crutchfield, SLPD
 
Chapter 20: Communication-Based Approaches to Challenging Behavior
Lisa Beccera-Walker, MS
 
Chapter 21: AAC Intervention for Persons With Acquired Disorders
Michelle L. Gutmann, PhD and Rajinder Koul, PhD
 
Chapter 22: AAC in Acute Care Settings
Richard Hurtig, PhD and Debora Downey, PhD
 
Chapter 23: AAC for Persons With Sensory Impairments
Vineetha S. Philip, PhD; Susan M. Bashinski, EdD; Samuel N. Mathew, PhD; Donald R. Fuller, PhD; and Lyle L. Lloyd, PhD
 
Glossary
References
Financial Disclosures
Index
 

About the Editors

About the Editors
 
Dr. Donald R. Fuller is professor and chair of the Department of Communication Sciences and Disorders at The University of Texas Rio Grande Valley. He earned his Bachelor of Science in Education and Master of Speech Pathology degrees from Arkansas State University and his doctoral degree at Purdue University, where Dr. Lloyd was his major professor and mentor. During his career in higher education, Dr. Fuller assisted in creating a master’s degree program in speech-language pathology at Florida International University and was founding chair of the Department of Speech- Language Pathology at Misericordia University. Although Dr. Fuller’s passion lies in administration in higher education, he has maintained his interest in augmentative and alternative communication (AAC), publishing several articles and making numerous presentations, primarily involving the iconicity and complexity of aided symbols and theoretical issues in the discipline. He coauthored the 1997 textbook, Augmentative and Alternative Communication: A Handbook of Principles and Practices with Dr. Lloyd and Helen Arvidson. Dr. Fuller was elected a fellow of the American Speech-Language-Hearing Association in 1998.
 
Dr. Lyle L. Lloyd is considered by some to be a father of AAC. His accomplishments in this discipline are detailed in the In Memoriam section of this book. Upon reading the memorial, one will gain considerable understanding of why he is held in such high esteem by the AAC community. Dr. Lloyd earned his Bachelor of Science degree from Eastern Illinois University, his Master of Arts degree from the University of Illinois, and his doctoral degree from the University of Iowa. Dually certified as an audiologist and speech-language pathologist, he served the early part of his career as a clinician and researcher, especially in the area of intellectual disability. His proclivity for research and successful grant writing opened the door to employment at the Parsons State Hospital and Training Center in Kansas and the National Institute of Child Health and Human Development. He held faculty positions at Western Michigan University, Gallaudet College, and Purdue University. During his tenure at Purdue University, Dr. Lloyd mentored nearly 40 doctoral students; many of these former students are now leaders in the field of AAC. Due to his contributions to AAC, special education, and speech-language pathology, Dr. Lloyd earned honors of the American Association on Intellectual and Developmental Disabilities, American Speech-Language-Hearing Association, Council for Exceptional Children, and the International Society for Augmentative and Alternative Communication. Dr. Lloyd passed away February 12, 2020, at age 85 years.